STATE  OF  MINNESOTA 
DEPARTMENT  OF  PUBLIC  INSTRUCTION 

BULLETIN  NO.  38 


Outlines  for 

SECONDARY  COURSES  IN  AGRICULTURE 

Authorized  by  the 

STATE  HIGH  SCHOOL  BOARD 


Minnesota 

Department  of  Public  Instruction 
1912 


GIFT   OF 


STATE  OF  MINNESOTA 
DEPARTMENT  OF  PUBLIC  INSTRUCTION 

BULLETIN  NO.  38 


Outlines  for 


SECONDARY  COURSES  IN  AGRICULTURE 

Authorized  by  the 

STATE  HIGH  SCHOOL  BOARD 


Minnesota 

Department  of  Public  Instruction 
1912 


SYNDICATE  PRINTING  CO. 
Minneapolis,  Minn. 


CONTENTS. 

Introduction. 
Report  of  committee. 
Outlines:     General  agriculture. 

1.  Theodore  Sexauer. 

2.  John  Munroe. 

3.  W.  V.  Longley. 

4.  D.  B.  Jewell. 

5.  Michigan  Agricultural  College. 
Outlines:  Special  subjects. 

Soils: 

6.  Study  of  Soils,  by  Otto  I.  Bergh. 

7.  Soils  and  Soil  Chemistry,  by  Marshall  Lewis. 
Plants : 

8.  Botany,  by  Theodore  Sexauer. 

9.  Plant  Husbandry,  by  C.  L.  McNelly. 

10.  Corn,  by  Theodore  Sexauer. 
Corn  score  card,  by  W.  W.  Wicoff. 

Corn  score  card,  U.  of  M.  Div.  of  Agriculture. 

11.  Grain:  Wheat,  Oats,  Rye,  Barley,  by  De  Voe  Meade. 
Wheat  score  card,  U.  of  M.  Div.  of  Agriculture. 
Barley  score  card,  U.  of  M.  Div.  of  Agriculture. 
Flax  score  card,  U.  of  M.  Div.  of  Agriculture. 

12.  Potatoes,  by  D.  B.  Jewell. 

13.  Forage  Crops,  by  Edwin  S.  Billings. 

14.  Vegetable  Gardening,  by  J.  F.  Ware. 

15.  Fruit  Growing,  by  J.  F.  Ware. 

16.  Weeds,  by  Edward  Vancura. 
Animals: 

17.  Animal  Husbandry,  by  C.  L.  McNelly. 

18.  The  Horse,  by  L.  H.  Thuerwachter. 

Draft  horses  score  card,  U.  of  M.  Div.  of  Agriculture. 

19.  The  Dairy,  by  Charles  Nelson. 

Butter  score  card,  U.  of  M.  Div.  of  Agriculture. 

20.  Beef  Cattle  and  Products,  by  C.  L.  McNelly. 

Beef  cattle  score  card,  U.  of  M.  Div.  of  Agriculture. 

21.  Swine,  by  H.  C.  Wood  worth. 

Fat  hogs  score  card,  U.  of  M.  Div.  of  Agriculture. 

22.  Poultry,  by  C.  E.  Brown. 

23.  Bees  and  the  Production  of  Honey,  by  M.  A.  Neudecker. 
Farm  Management: 

24.  Farm  Mechanics,  by  C.  S.  Cathcart. 

25.  Farm  Management,  by  Andrew  Boss. 

26.  Rural  School  Work,  by  Alma  B.  Campbell. 


554619 


INTRODUCTION 

In  pursuance  of  a  resolution  of  the  High  School  Board  adopted 
at  the  annual  meeting  in  August,  1911,  the  Superintendent  of  Pub- 
lic Instruction  issued  a  call  for  a  conference  of  the  superintendents 
and  instructors  in  high  and  graded  schools  which  at  that  time 
maintained  special  departments  in  agriculture.  Every  such  school 
was  represented  by  its  superintendent  and  agricultural  director, 
and  a  number  by  one  or  more  members  of  the  School  Board. 

At  the  close  of  the  two  days'  session  the  State  Superintendent 
was  directed  to  appoint  a  committee  of  seven  members,  to  prepare 
suggested  courses  of  study  in  agriculture  to  be  followed  by  the 
schools  receiving  state  aid  for  industrial  work.  The  members  of 
this  committee  have  been  engaged  in  preparing  such  courses  and 
outlines,  and  their  report  is  herewith  submitted. 

The  committee  offers  several  alternative  courses,  rather  than 
one  summarized  course.  The  report  is  the  result  of  careful  and 
diligent  study  and  will  prove  of  value  as  a  guide  and  a  basis  for 
the  varied  lines  which  the  teaching  of  agriculture  in  the  public 
schools  is  assuming. 

C.  G.  SCHULZ, 
Superintendent  of  Public  Instruction. 


REPORT   OF   COMMITTEE. 

Agricultural  conditions  vary  so  much,  in  our  state  that  instead  of  rec- 
ommending a  course  of  study  for  general  adoption,  the  committee  has 
thought  well  to  present  several  standard  courses  from  which  each  school 
may  cihoose  or  fit  together  a  course  adapted  to  local  conditions.  One  or  two 
courses  from  nearby  states  are  included. 

The  committee  recommends  that,  in  addition  to  general  work  designed 
to  create  interest  in  the  rural  schools  and  grades,  agriculture  be  allotted 
from  five  to  eight  hours  per  week  throughout  the  four  years  high  school 
course.  This  work  should  be  consecutive,  well  knit  together,  and  should  be 
supported  by  manual  training  and  by  practical  courses  in  the  usual  high 
school  sciences. 

Professor  Mayne  of  the  committee  recommends  that  a  preliminary 
course  in  chemistry  be  given  during  the  first  semester  of  the  first  year  in 
which  an  interesting  and  practical  study  may  be  made,  of  the  fourteen  ele- 
ments having  relation  to  plants  and  soil:  Oxygen,  hydrogen,  nitrogen,  car- 
bon, phosphorus,  potassium,  calcium,  magnesium,  sulphur,  iron  chlorine, 
sodium^  aluminum,  silicon.  He  believes  that  in  the  long  run,  time  is  saved 
by  pursuing  this  method. 

The  subjects  deemed  of  greatest  importance  are  given  in  outline.  Here 
again  the  committee  presents  the  work  of  individuals,  not  a  consensus  of 
opinion.  The  study  of  weeds,  for  instance,  Is  too  intense  and  comprehen- 
sive for  any  one  school,  but  it  is  hoped  an  outline  of  this  nature  may  assist 
an  instructor  to  cihoose  the  weeds  that  require  study  in  his  locality  and  that 
an  orderly  method  of  procedure  has  been  suggested.  The  same  statement 
holds  true  for  each  outline.  In  other  words,  the  outlines  are  the  work  of 
specialists  and  are  intended  merely  to  suggest  lines  of  work.  They  should 
be  studied  and  used  in  the  light  of  common  sense  and  local  conditions. 

GEORGE  B.  AITON, 

Inspector  of  High  Schools,  Chairman. 

S.  A.  CHALLMAN, 

Inspector  of  Graded  Schools,  Secretary. 

JOHN  MUNROE, 

Superintendent  of  Schools,  Cokato. 

ALMA  B.  CAMPBELL, 

County  Superintendent,  Dodge  County. 

THEODORE  SEXAUER, 

Instructor  in  Agriculture  Albert  Lea  High  School. 

D.   D.   MAYNE, 

Principal,  School  of  Agriculture. 

D.  B.  JEWELL, 

Instructor  in  Agriculture,  Deer  River. 


OUTLINES:  GENERAL  AGRICULTURE 

OUTLINE    I:       FOUR-YEAR    COURSE    IN    AGRICULTURE. 

By   Theodore   Sexauer,   Instructor  in   Agriculture,   Albert   Lea   High   SchooU 

FIRST  TEAR.  THIRD  YEAR. 

Elementary   Algebra — 1.  Physics — 1. 

English— 1  English— 1. 

Botany — 1.  English  History — 1. 

Farm  Crops — 1.  Farm  Mechanics — 1. 

SECOND  TEAR.  FOURTH  YEAR. 

Plane  Geometry — 1.  English — 1. 

English — 1.  American  History — Civil  Gov't — 1. 

Zoology  and  Physiology — 1.  Chemistry — 1. 

Animal  Husbandry — 1.  Soils  and  Horticulture — 1. 

Manual  training  and  music  are  required  in  addition  to  this  work. 
This  course  has  been  followed  for  three  years  in  the  Albert  Lea  school. 

OUTLINE  II:     SUGGESTIONS  FOR  COURSE  IN  AGRICULTURE. 
By  John  Munroe,  Superintendent  of  Schools,  Cokato. 

ORDER  OF  SUBJECTS. 

1.  Agricultural  Botany — Ordinary  Botany  modified. 

2.  General  Agriculture. 

3.  Animal  Husbandry. 

4.  Farm  Business. 

Note — Soil  Chemistry  and  Soil  Physics  have  no  place  aside  from  what  can  be 
correlated  with  the  regular  academic  course^.  Algebra  and  Plane  Geometry  can 
be  modified  and  given  in  one  year.  The  second  year  sihould  embrace  a  course  in 
applied  Mathematics,  Trigonometry,  Geometry,  Surveying,  etc.,  Modern  and  United 
States  History. 

OUTLINE    III:      FOUR-YEAR   COURSE    IN   AGRICULTURE. 
By  W.  V.  Longley,  Instructor  in  Agriculture,  Shakopee  High  School. 

FIRST   YEAR— BOTANY   AND    FIELD   HUSBANDRY. 
Botany — 

Plants — Structure,    composition,    growth    and   reproduction. 
S^eds — Structure  and  germination. 

Weefls — Identification,  habits  of  growth  and'  eradication. 
Weed  Seeds — Identification. 

Botany  of  Farm  Crops — (To  be  taken  with  the  lectures  in  the  various  crops.) 
Grasses  and  Cereals — Structure  and  growth. 
Hay  and   Forage  Crops — Classification,  structure  and  growth. 
Seeds — Seeds  of  farm  crops,  pure  seed — its  importance. 
Field   Husbandry — Chiefly  of   farm   crops,   some  elementary  work  in  soils, 

crop  rotation,  manures  and  fertilizers. 

Soils — Classification,  origin,  relation  to  plant  life,  cultivation,  con- 
servation of  soil  moisture,  relation  to  air,  availability  of  plant  food 
and  how  to  aid  it. 

6 


Manures  and  Fertilizers — Fertilizing  elements  required  by  plants,  how 
obtained,  importance  of  manure  on  farm,  application  of  manure  and 
fertilizers,  green  manuring. 

Rotation  of  Crops — Why  required,  how  applied.  Corn  and  clover  in  re- 
lation to  rotation  of  crops. 

Farm  Crops — 

Corn — Selecting  and  storing  of  seed  corn,  preparation  of  land,  culti- 
vating, harvesting  and  marketing. 

Cereals,  hay  and  forage  crops,  clovers,  roots,  potatoes,  etc. — Their  use 
on  the  farm,  sowing,  cultivating,  harvesting  and  marketing. 

Diseases  and  Insects  affecting  farm  crops — Identification  and  treat- 
ment. 

Laboratory  and  Field  Work — Study  of  soil  corn  and  other  crops  in  the 
field,  pressing  and  mounting  plants,  especially  weeds,  also  work  in- 
side on  the  structure  of*plants  and  seeds,  classes  and  qualities  of  soil, 
judging  corn,  grains,  etc.,  work  on  weeds,  weed  seeds  and  farm 
seeds.  Also  the  germinating  of  seeds,  the  testing  of  seed  corn. 

SECOND  TEAR— ANIMAL  HUSBANDRY. 

Including  Dairying,  Poultry  and  Agriculture. 

Farm    Stock — The   principal  breeds  of   live   stock  on   the   farm,   including 
beef  and  dairy  cattle,  heavy  and  light  horses,  sheep  and  swine.     The 
judging  of  stock,  feeding,  care  and  management,  principles  of  breed- 
ing. 
Trips  will  be  made  to  the  farms  for  purposes  of  stock  judging,  seeing 

the  different  kinds  and  breeds  of  stock,  etc. 
Dairying — The  dairy  cow,  her  economic  importance,  selection  of,  feeding, 

care,  stabling. 
The  making  of  butter  and  cheese,  the  keeping  of  records,  the  testing 

of  milk. 
Ventilation  and  sanitation  of  stables,  creameries,  etc.,  construction  of 

the  same,  care  of  utensils. 

Poultry — Poultry  on  the  farm,  the  town  poultry  yard,  feeding,  housing  and 
care  of  poultry,  the  principal  breeds  of  the  various  classes,  market- 
ing of  products,  especially  the  grading  and  marketing  of  eggs,  pro- 
duction of  winter  eggs. 
Apiculture — Bees,  care  and  management. 

The   diseases  of  the  various  classes  of  stock,  causes,   treatment  and 

care. 

Laboratory   Work — Composition  of  foods,   bacteria,   their  relation   to  milk 
and  sanitation,  diseases  of  stock,  testing  for  tuberculosis,  testing  of 
milk  and  cream. 
A  collection  of  forage  crops  will  be  required. 

THIRD  YEAR— HORTICULTURE  AND  SOILS. 
Horticulture — 

Fruit-Growing — Suitability  of  the  locality  to  the  raising  of  the  different 
kinds  of  fruit  and  varieties  of  the  same,  location  of  the  site,  selec- 
tion of  the  soil. 

The   Different   Fruits — Cultivation,   fertilization,  care,  harvesting,   mar- 
keting.    Selection  of  varieties,  planting,  pruning,  propagation, 
gation. 

Vegetable  Gardening — The  growing,  storing  and  marketing  of  the  dif- 
ferent varieties  of  vegetables. 

The  Garden — Farm,  town,  school — location,  care,  preparation  of  soil, 
what  to  grow  and  how  to  grow  it. 

Insects  and  Diseases — Identification,  control,  insecticides  and  fungi- 
cides. 


Landscape  Gardening — The  laying  out  of  the  fields,  buildings,  etc.,  how 
to  improve  the  surroundings  of  the  buildings  on  the  farm,  the  lawn. 
Application  to  town  conditions.  The  flower  garden. 

Forestry — The  farm  woodlot — how  to  maintain.  Importance  of  forests 
to  the  farmer — relation  to  water  supply. 

Laboratory  and  Field  Work — Propagation  of  plants,  grafting  and  bud- 
ding of  fruit  trees  and  nursery  stock,  collecting  and  identifying  of 
injurious  insects  and  diseases. 

Soils,  Manures  and  Fertilizers — A  more  advanced  course  than  that  given 
in  the  first  year,  entering  more  fully  into  the  physical  and  chemical 
characteristics  of  soils,  the  constituents  of  manure,  the  importance 
of  conserving  it,  and  the  different  classes  of  fertilizers,  how  to  mix 
and  apply.  Laboratory  work  will  be  given  along  with  the  course. 

FOURTH  YEAR— FARM  MECHANICS,  FARM  MANAGEMENT,  AGRICULTURAL 

ECONOMICS. 

Farm  Mechanics — 

Farm   Machinery — Use,  operation  and  care,  power  on  the  farm. 

Construction  of  farm  buildings,  silos,  cisterns,  etc. 

Cement  on  the  farm. 

Roads — How  to  improve  and  maintain. 

Surveying  of  farms  for  laying  out  of  fields  and  drains. 

Farm  Management — Selection  of  a  farm,  lines  of  farming  to  follow, 
selection  of  stock,  etc.,  suitable  to  locality,  handling  of  labor,  etc. 

Agricultural  Economics — The  farm  community,  the  rural  schools,  rural 
problems. 

Co-operation  in  the  production  and  marketing  of  products  and  in  im- 
proving conditions. 

A  general  review  of  those  things  especially  adapted  to  local  condi- 
tions will  be  given. 

Laboratory  and  Fiefd  Work — Surveying  of  farms,  surveying  for  and 
laying  out  of  under-drains,  machinery,  also  a  collection  of  weed 
seeds  will  be  required  and  additional  work  given  on  them,  at  the 
same  time  placing  emphasis  on  pure  seed. 


OUTLINE    IV:      FOUR-YEAR   COURSE    IN   AGRICULTURE. 

By  D.  B.  Jewell,  Instructor  in  Agriculture,  Deer  River. 

FIRST    YEAR. 

Botany,  one-half  year;   eight  periods  per  week,  including  laboratory. 

Zoology,  one-half  year. 

Algebra,  five  periods. 

English,  five  periods. 

Manual  training,  ten  periods  per  week. 

SECOND  YEAR. 

Horticulture,  eight  periods  per  week,  including  laboratory. 
Plane  geometry,  five  periods. 
English,  five  periods. 
Manual  training,  ten  periods. 

THIRD  YEAR. 

Soils  and  farm  crops,  eight  periods  per  week,  including  laboratory. 

English,  five  periods. 

Physics,  eight  periods  per  week,  including  laboratory. 

Farm  mechanics  and  forge  work,  seven  periods  per  week. 

8 


FOURTH  YEAR. 

Animal  Aaisbandry,  including  dairying,  eight  periods  per  week. 

English,  five  periods. 

Chemistry,   eight  periods  per  week,  including  laboratory. 

Farm  management. 

Rural  problems. 

Farm  sanitation,  seven  periods  per  week. 

Civics. 

Note— This  course  pre-supposes  a  course  in  general  agriculture  in  the  eighth 
grade,  two  periods  per  week,  during  the  year. 

Animal  husbandry  is  placed  in  the  last  year  of  the  course,  as  the  pupils  of  this 
vicinity  know  more  of  the  other  subjects  and  are  more  interested  in  the  garden. 

It  is  advisable  to  have  students  as  mature  as  possible  before  taking  up  the 
breeding  and  feeding  of  farm  animals,  as  it  is  a  lhard  subject  to  present  to  im- 
mature students. 


OUTLINE     V:        FOUR-YEAR     COURSE     IN     AGRICULTURE     FOR     THE 

HIGH    SCHOOLS   OF    MICHIGAN. 
Recommended   by   W.   H.   French,  State  Agricultural   College,   East .  Lansing. 

FIRST  YEAR.  THIRD  YEAR. 

First  semester:  First  semester: 

Botany.  Live  stock  and  dairying. 

Second  semester:  Second  semester: 

Agricultural  botany.  'Soils  and  soil  physics. 

SECOND    YEAR.  FOURTH   YEAR. 

First  semester:  First   semester: 

Crops  and  soil  elements.  Live  stock  improvement 

Second  semester:  Feeds  and  feeding. 

Horticulture  and  entomology.  .Poultry. 

Second   semester: 
Farm  management. 
Farm   mechanics. 


'    9 


OUTLINES:   SPECIAL  SUBJECTS 


OUTLINE  VI:      SOILS. 

By  Otto  I.  Bergh,  Instructor  in  Agriculture,  Bemidji  High  School. 
I.     Sources  of  Plant  Food. 

1.  Elements  essential  to  plant  growth. 

(Have  sample  of  each  element  or  one  or  more  of  their  com- 
pounds and  acquaint  students  with  their  characteristic 
properties.) 

2.  The  air  as  a  source  of  plant  food. 

3.  Water  a  source  of  plant  food. 

4.  The  soil  a  source  of  plant  food. 
II.    How  Plants  Feed. 

1.  Roots — functions. 

2.  Stem — functions. 

3.  Leaves — functions. 

III.  Origin  of  the  Soil. 

1.  Rocks.     (Have  samples  of  the  various  kinds.) 

2.  Agents  of  and  processes  in  soil  formation. 

(a)  Glaciation — ice. 

(b)  Erosion — water. 

Ref.  U.  S.  Bureau  of  Soils,  Bulletin  68. 

(c)  Weathering — heat,  freezing,  wind,  etc. 

(d)  Chemical  action. 

(e)  Biological — bacteria,  plants,  animals. 

3.  Classification  of  soils  as  to  origin.     (Have  samples.) 

(a)  Glacial. 

(b)  Sedimentary — alluvial. 

(c)  Loess. 

(d)  Sedimentary — residual. 

(e)  Organic — soil  and  subsoil. 

IV.  Soil  Physics. 

1.  Classification  of  soil  as  to  texture.     (Have  samples  of  each.) 

2.  Experiments  in  soil  physics. 

(a)  Determine   soil   separates   as — sand,   gravel,   silt,   and 

clay    of    various    soils,    by    use   of    sieves    and    by 
sedimentation.  v 

(b)  Determine  per  cent  of  moisture. 

(c)  Determine  per  cent  of  organic  matter. 

(d)  Determine  pore  space. 

(e)  Determine  water-holding  capacity. 

(f)  Determine  rate  of  capillary  rise  of  water  in  various 

soils. 

V.  Drainage  and  Irrigation.  References:  Farmers' Bulletin  Nos.  187-371; 
Wisconsin  Bulletin  No.  199;  Circular  No.  6;  Supplement  to  Circular 
No.  6. 

1.     Soil  water — kinds. 

10 


2.  Effects  of  drainage. 

3.  Kinds  of  drains. 

(a)  Surface  ditches. 

(b)  Tile  drainage. 

4.  Irrigation.    References:     Farmers'  Bulletin  Nos.  138,  158,  263, 

373. 

VI.     Tillage.    References:     Farmers'  Bulletin  No.  266;  North  Dakota  Bul- 
letin No.  96. 

1.  Purposes  of. 

2.  Methods  and  machinery.     (A  stereopticon  with  reflectoscope 

attachment  is  very  desirable  here  and  elsewhere.) 
VII.     Humus. 

1.  Origin. 

2.  Benefits  from. 

3.  Conservation  of.    Reference:    Farmers'  Bulletin  No.  278. 

(a)     Green  manuring. 
VIII.    Living  Organisms  in  the  Soil. 

1.  The  legume  bacteria. 

2.  Nitrifying  and  denitrifying  bacteria. 

3.  The  nitrogen  cycle. 

IX.     Crop  Rotation.     References:    Illinois  Bulletin  No.  125;  Farmers'  Bul- 
letin Nos.  337,  242. 

1.  In  relation  to  tilth. 

2.  In  relation  to  plant  food. 

3.  Results.     Use  charts  and  tables. 
X.     Soil  Chemistry. 

1.  The  revolving  fund.     Diagram. 

2.  Limiting  factors.     Diagram. 

(Consult  Whitson  &  Walster,  "Notes  on  Soils.") 

3.  Barn  manure.     References:    Farmers'  Bulletin  Nos.  192,  210; 

Wisconsin  Bulletin  No.  180. 

4.  'Commercial  fertilizers.     References:     Michigan  Bulletin  Nos. 

210,  217;  U.  S.  Bureau  of  Soils,  Bulletin  Nos.  64,  67;  Illinois 
Circular  No.  129. 

(a)  Nitrogen  fertilizers. 

(b)  Potassium  fertilizers. 

(c)  Phosphorus    fertilizers.     References:     Wisconsin    Bul- 

letin No.  174;  Illinois  Circular  Nos.  127,  130;  South 
Dakota  Bulletin  No.  126. 

(d)  Acid  soils 'and  liming.    References:    Farmers'  Bulletin 

Nos.   77,   259,   133;    Michigan   Circular  No.   11;    also 
Farmers'  Institute  Lecture  No.   3;    Illinois  Circular 
No.  110;  Manitoba  (Canada)  Circular  No.  7. 
XL     Soil  Management  and  Adaptation  of  Crops. 

1.  Management  of  sandy  soils  in  Minnesota. 

2.  Management  of  clay  soils  in  Minnesota. 

3.  Management  of  marsh  soils  in  Minneosta. 

REFERENCES:      BOOKS. 

Burkett— Soils,  Judd    $1.25 

Elliott — Drainage,  Wiley 1.50 

Hall — Fertilizers  and  manures,  Dutton 1.50 

Hilgard— Soils,  Macmillan   4.00 

Hopkins — Soil  fertility  and  permanent  agriculture,  Ginn 2.70 

Jones — Notes  on  drainage,  E.  R.  Jones,  Madison,  Wis 1.00 

King — Irrigation  and  drainage,  Macmillan 1.25 

King — Soil,  Macmillan 1.50 

Snyder — Soils  and  fertilizers,  Macmillan 1.25 

Voorhees— Fertilizers,  Macmillan   1.25 

Vivian — First  principles  of  soil  fertility,  Judd 1.00 

Whitson  &  Walster— Notes  on  soils,  H.  L.  Walster,  Madison,  Wis 90 

11 


REFERENCES :     PAMPHLETS. 

Free  Publications  of  State  Experiment  Stations. 

North   Central. 

Illinois,  Urbana — Bulletins  Nos.  99,  115,  123,  125;  Circulars  Nos.  82, 
110,  116,  127,  129. 

Iowa,  Ames— Bulletins  Nos.  1,  82,  95,  78,  98,  119. 

Wisconsin,  Madison — Bulletins  Nos.  2,  138,  85,  93,  139,  146,  147,  174; 
Circular  No.  6. 

Ohio,  Wooster — Bulletins  Nos.  150,  159,  182,  183,  184.  206;  Circular  No. 
79. 

Minnesota,  St.  Anthony  Park — Bulletins  Nos.  70,  89,  94,  109. 

Michigan,  East  Lansing— Bulletins  Nos.  218,  210,  217,  202,  192,  174,  135, 
263,  256;  Circular  No.  11,  and  Special  Bulletin  No.  43. 

North  Dakota  Agricultural  College,  Fargo — Bulletins  Nos.  96,  75. 

South  Dakota,  Brookings — Bulletin  No.  126. 

Manitoba,  Agricultural  College,  Canada — Circular  No.  7. 

Eastern  Experiment  Stations. 

Rhode  Island,  Kingston — Bulletins  Nos.  90,  96,  114. 

Vermont,  Burlington— Bulletins  Nos.  130,  135,  143. 

Pennsylvania  State  College — Bulletin  No.  90. 

Maryland,  College  Park — Buleltins  Nos.  66,  70,  110. 

New  York,  Cornell  University,  Ithaca— Bulletins  Nos.  154,  264. 

United  States  Department  of  Agriculture,  Bureau  of  Soils,  Washington, 
D.  C—  Bulletins  Nos.  2,  3,  10,  28,  32,  33,  35,  39,  50,  54,  56,  67,  68,  71,  73, 
75,  76,  77;  Circulars  Nos.  18,  36;  Farmers'  Bulletins  Nos.  88,  257,  266,  406, 
421;  Farmers'  Institutes'  Bulletin  No.  3;  Separate  Reprints  from  Year  Book, 
Nos.  415,  526. 

United  States  Department  of  Agriculture,  Bureau  of  Soils — Soil  Survey, 
Blue  Earth  County,  Minnesota;  Soil  Survey,  Carlton  Area,  Minnesota  and 
Wisconsin;  Soil  Survey,  Crookston  Area,  Minnesota  and  Wisconsin;  Soil 
Survey,  Marshall  Area,  Minnesota  and  Wisconsin;  Soil  Survey,  Rice  County, 
Minnesota. 

Nova  Scotia,  Halifax — Soil,  Soil  Cultivation  and  Crops  of  Nova  Scotia. 


OUTLINE  VI:      SOILS  AND  SOIL  CHEMISTRY. 
By   Marshall   Lewis,   Instructor  in  Agriculture,  Winnebago   High   School. 

I.  The  life  history  of  a  plant  may  be  divided  into  three  periods — the 
period  of  germination,  the  period  of  vegetative  growth,  and 
the  period  of  fruition.  The  conditions  necessary  for  each 
are: 

A.  Conditions  essential  for  germination  are: 

1.  Absorption  of  water — influenced  by: 

a.  Temperature — different  for  different  plants. 

b.  Closeness  of  contact  between  soil  and  seed. 

c.  Amount  of  moisture  in  the  soil. 

d.  Amount  of  soluble  salts  in  the  soil. 

2.  Oxygen. 

3.  Mineral  elements  not  needed  for  germination. 

B.  Conditions  necessary  for  vegetative  growth  are: 

1.     Presence  of  mineral  salts  in  an' available  form: 
a.     K,  C,  Fe,  Mg,  S,  P,  and  N. 

12 


2.  Amount  of  salts  removed  by  plants. 

a.  Cereals. 

b.  Forage  crops,  emphasizing  the  legumes. 

c.  Potatoes. 

3.  Function  of  the  elements. 

a.  Potash,  aids  in  starch  formation. 

b.  Phosphorous  necessary  for  proteid  formation. 
€.     Calcium  aids  in  leaf  development. 

d.  Nitrogen  absolutely  essential  in  the  formation  of 

proteids. 

4.  Chemical  requirements  of  different  crops: 

a.  Wheat,  oats  and  barley — relatively  large  amounts 

of  nitrates   and   phosphates   and  relatively  lit- 
tle K. 

b.  Corn,  in  addition  to  the  above  two,  Considerable 

potassium. 

c.  Potatoes,  considerable  ipotassium. 

d.  Timothy  and  most  grasses  much  available  N. 

5.  Source    of    chemical    elements    and    use    of    fertilizers. 

(Taken  up  more  in  detail  later  on.) 

6.  Uses  of  water  to  the  plant  and  amount  required: 

a.  Uses: 

1.  Keep  cell  walls  of  leaf  moist. 

2.  Regulate  temperature  by  evaporation. 

3.  Used  to  build   up  tissues. 

4.  To  carry  the  mineral  salts. 

b.  Amounts  of  water  used  per  pound  of  dry  matter: 

1.  Corn,  275. 

2.  Barley,  465. 

3.  Clover,  575,  etc. 

7.  Relation  of  light  to  growth. 

a.     Starch  formation. 

8.  Relation  of  temperature  to  growth. 

a.     Each  crop  having  its  most  favorable  temperature. 

C.     Conditions  necessary  for  fruition: 

1.     Fruition  generally  occurs  when  conditions  become  un- 
favorable. 

a.     Therefore  limit  the  amount  of  essential  elements, 
possible  early  enough  to  insure  maturity. 

II.     Origin  of  Soil  and  Materials. 
1.     Weathering  agencies: 

A.  Frost. 

B.  Heat  and  cold. 

C.  Water  laden  with  carbon  dioxide. 

D.  Glaciers. 
2.     Types  of  soils: 

A.  Residual  soils: 

a.  Clay  on  granitic  rocks. 

b.  Limestone  and  sand  on  the  standstone  rocks. 

B.  Alkali  soils. 

a.     In  regions  of  little  rainfall. 

C.  Glacial  soils. 

a.  Where  found. 

b.  Characteristics   and   how   identified. 

1.     Variety  of  mineral  elements. 

« 

13 


D.  Wind  formed  or  loess  soils. 

a.  Where  found. 

b.  Characteristics  and  how  identified. 

E.  Origin  of  humus  in  soils. 

a.  Derived  from  decaying  vegetable  matter,  the  ele- 

ments of  which  came  largely  from  the  air,  di- 
rectly or  indirectly. 

b.  The  rate  at  which  vegetable  material  decomposes 

to  form  humus  depends  upon: 

1.  Access  of  air  to  it. 

2.  Temperature. 

3.  Kind  of  vegetation. 

,  F.     Soil  and  subsoil. 

a.     Characteristics  of  each: 

1.  Absence  of  humus  in  one. 

2.  Mineral  elements  not  readily  available  in 

one. 

III.  Mechanical  Composition  and  Texture. 

1.  Mechanical  composition: 

A.  Clay  particles,  very  -small — not  over  .005  mm. 

B.  Pine  silt— .005  to  .01  mm. 

C.  Coarse  silt — .01  to  .05  mm. 

D.  Fine  sand — .05  to  .2  mm. 

E.  Coarse  sand — .2  to  1  mm. 

F.  Fine  gravel — 1  to  3  mm. 

a.     Definition  of  clay  soils,  sandy  soils  and  the  vari- 
ous loams. 

2.  Mechanical  composition  and  texture: 

A.  Soils,  where  clay  predominates,  tend  to  run  together, 

form  clods,  etc. 

B.  Soils,  where  sand  predominates,  are  open  and  porous. 

C.  Effects  of  humus  upon  the  above: 

a.  Tends  to  bind  sandy  soils  together. 

b.  Tends  to  make  stiff  clay  soils  more  open  and  por- 

ous. 

IV.  Soil  Water. 

1.  Forms  of  water  in  the  soil: 

A.  Gravitational  water. 

B.  Capillary  water. 

C.  Hydroscopic  ivdter. 

a.     Use  of  water  in  these  different  forms. 

2.  Amount  of  capillary  water  held  by  soils. 

A.  First  foot,  clay  loam  3y2  in.,  sandy  loam  3  in. 

B.  Second  foot,  clay  loam  3  in.,  sandy  loam  2  in. 

3.  Movements  of  soil  water. 

A.  Causes. 

a.  Gravity. 

b.  Surface   tension   or   capillary   attraction. 

c.  Heat. 

B.  Ground  water. 

a.     Where  found  and  its  relation  to  springs  and  wells. 

14 


C.  Percolation  and  seepage. 

a.  Direction. 

b.  Relative  rates  in  sandy  and  clay  soils. 

c.  Disadvantages  of  too  rapid  percolation. 

D.  Capillary  rise  of  water. 

a.  Rates  of  rise  in  sandy  and  clay  soils. 

b.  Heights  of  rise  in  sandy  and  clay  soils. 

c.  Efficiency   of   various    mulches    in    checking    the 

same. 

E.  Advantages  of  drainage. 

a.  Increases  the  water  available  to  plants. 

b.  Allows  humus  to  decompose  more  rapidly. 

c.  Warms    the    soil    by    decreasing    the    amount    of 

evaporation. 

d.  Gives  the  soil  better  ventilation. 

e.  Allows   the  plant  a  greater  area  from  which  to 

draw  food. 

V.     Soil  Temperature. 

1.  Important  for, 

A.  Germination. 

B.  Stimulates  all  the  life  processes. 

2.  Influenced  by, 

A.  Color  of  the  soil. 

B.  Amount  of  water  in  the  soil. 

a.  High  specific  heat  of  water  makes  water  logged 

soils  cold. 

b.  Undrained    soils    frequently    ten    degrees    cooler 

than  drained. 

C.  Roughness  of  surface. 

a.     Prevents  evaporation. 

D.  Slope  and  situation. 

E.  Decomposition  of  organic  matter. 

VI.     Ventilation  of  Soils. 

1.  Why  necessary. 

A.  To  supply  oxygen  to  germinating  seeds  and  bacteria. 

B.  To  remove  carbon  dioxide  from  the  soil. 

2.  How  affected. 

A.  Expansion  and  contraction  of  air  due  to  change  in  tem- 

perature. 

B.  Changes  in  barometric  pressure. 

C.  Wind. 

D.  Rain. 

E.  Greatly  aided  by  tillage  and  drainage. 

3.  Precautions. 

A.     Ventilation  may  be  so  excessive  as  to  oxidize  the  humus 
too  rapidly. 

VII.     Tillage. 

1.     The  objects  to  be  sought  are: 
A.     Improves  the  texture. 

a.  Leaves  the  soil  rough  and  uneven  with  a  tendency 

to  crumble. 

b.  Precautions  to  be  taken. 

1.  Moisture  conditions  should  be  right. 

2.  Proper  depth  should  be  determined. 

15 


B.  Kills  weeds. 

C.  Conserves  moisture  by  the  dust  mulch. 

D.  Turns  under  vegetable  matter  which  decomposes  into 

humus. 

VIII.     Soil  Fertility. 

1.  Conditions  essential  to  fertility. 

A.  All  the  plant  foods  must  be  present. 

B.  iney  must  be  available,  that  is  soluble  in  water. 

2.  Influence  of  humus  on  soil  fertility.' 

A.  Nitrification,   bacteria   take   the  complex   organic   com- 

pounds found  in  the  humus  to  reduce  them  to 
simple  nitrogen.  Other  bacteria  then  add  O,  forming 
nitrates,  which  unite  with  the  mineral  particles  of 
the  soil  forming  soluble  plant  food. 

B.  Precautions,    avoid    denitrification'  as    it    destroys    the 

soluable  nitrates.  Prevents  soil  from  becoming  water 
logged. 

3.  Soil  acidity. 

A.  Objections  to. 

a.     Interfere    with    bacterial    action    in    nitrification 
and  nitrogen  fixation. 

B.  How  recognized,  litmus  tests. 

C.  How    remedied,    lime. 

4.  Fixation  of  nitrogen  from  the  air. 

A.     Bacterial  action  upon  the  roots  of  the  legumes. 

a.  Conditions  favorable  to  the  same,  non-acid  soils 

and  ventilation. 

b.  Amount   of  nitrogen   left   by  any   crop. 

Clover,  first  year — 40%. 
Clover,  second  year — 100%. 

IX.     Fertilizers. 

1.  Causes  of  loss  of  fertility. 

A.  Excessive  leaching  in  open  soils. 

a.     Precautions. 

1.  Keep  soil  covered. 

2.  Add  humus. 

3.  Soluble  fertilizers  should  not  be  added  until 

the   crop   is   ready   for  them. 

B.  Continuous  cropping. 

C.  Application   of   fertilizers   neglected. 

2.  Different  soils  require  different  fertilizers. 

A.  Either  nitrogen,    phosphorus,    potash    or   lime    may   be 

lacking. 

B.  Common  tests  for  determining  which  of  the  above  are 

missing. 

a.     The  common  pot  test. 

D.     Rank  vegetative  growth  indicates  plenty  of  X. 

3.  Application  of  fertilizers. 

A.  Most   potash   and   phos.   fertilizers   may   be   applied   in 

the  fall  slowly  available. 

B.  Nitrates  generally  applied  in  the  spring  not  long  before 

planting. 

16 


4.  Barnyard   manure  as  a  fertilizer. 

A.  Composition. 

a.  Hog. 

b.  Sheep. 

c.  Horse. 

d.  Cow. 

B.  Handling  of  manure. 

a.  Avoid  burning  with  the  attendant  loss  of  nitrogen. 

b.  Avoid   leaching. 

c.  Importance  of  saving  the  urine. 

d.  Amount  to  be  applied. 

C.  Physical  effects  of  manures. 

a.    Improves  the  texture  thereby  improving  the  soil 
in  drainage,  temperature,   ventilation,  etc. 

5.  Commercial  fertilizers. 

A.  Sources   of  phos.,   rock   phos.,   ground   bone,   etc. 

B.  Sources  of  potash,  sulphate  of  potash,  wood  ashes,  etc. 

C.  Sources  of  nitrates,  tankage,  etc. 

6.  Legumes   as   nitrogen   gatherers   were   taken   up   in   the  pre- 

ceding section. 

X.     Rotation  of  Crops. 

1.  Advantages  of  crop .  rotation. 

A.  Improves  the  texture  of  the  soil. 

B.  Allows  manure  to  be  applied  to  that  crop  which  can 

make  the  best  use  of  it  at  the  time  it  is  applied, 
while  others  are  benefited  by  the  fertility  following 
its  complete  decomposition. 

C.  It  distributes  the  draft  of  fertility  on  the  soil. 

D.  It  tends  to  destroy  the  diseases  which  may  infest  the 

soil. 

2.  Systems  or  rotation  determined  by: 

A.  Local  market  conditions. 

B.  Condition  of  the  soil. 

C.  Taste  of  the  farmer  for  certain  crops.      (With  certain 

limitations) 

XI.     Management  of  Different  Types  of  Soils. 

1.  Sandy  soils. 

A.     Add  humus  to: 

a.  Increase  the  water  holding  capacity. 

b.  To  prevent  leaching. 

c.  Add  manure  to  improve  the  condition  of  fertility. 

2.  Clay  soils. 

A.  Generally  deficient  in  lime. 

B.  Keep  the   soil   covered  as   far  as  possible   during  the 

winter. 

C.  Add  humus. 

3.  Marsh  soils. 

A.  Generally  improved  by  drainage. 

B.  Frequently  deficient  in  potash. 

C.  Generally  rich  in  nitrates  and  adapted  to  gross  nitrate 

feeders  as  corn,  cabbage,  rape,  etc. 


17 


OUTLINE  VIM:      PRACTICAL   BOTANY  AND   FARM    CROPS. 
By  Theodore   Sexauer,    Instructor   in   Agriculture,   Albert   Lea   High   School. 

A.— FIRST  YEAR,  FIRST   SEMESTER. 

1.  Seeds:     their  structure  and  germination. 

2.  Soil:      constituents,   composition,  and  germination. 

3.  Root. 

4.  Stems. 

5.  Leaf. 

6.  Flower. 

7.  Fruit. 

8.  Plant  cell. 

9.  Anatomy  of  stem,  root  and  leaf. 

10.  Composition  of  plants. 

11.  Work  of  the  roots,  stems  and  leaves:    osmosis,  transpiration, 

absorption,   photosynthesis,   digestion,  respiration. 

12.  Growth. 

13.  Reproduction. 


SPECIAL    BOTANY   OF   FARM   CROPS. 
B.— FIRST  YEAR,   SECOND   SEMESTER. 

1.  Classification  of  plants.     (Vegetable  Kingdom.) 


2.  Chenopodiaceae..^ 


Common  beet 

Mangel  wurzel. . .  -< 
Sugar   beet 


("Characters  of  order. 
Seed  and  germination. 
Roots  and  hypocotyl. 
Flower. 
Varieties. 
Climate  and  soil. 
.Sowing,  yield  and  composition. 


f Cabbage    f 

I  Kohl  rabi I 

3.  Cruciferae  \  Turnip  \  (Consider  under  same  headings  as 

I  Swede    turnip I        family  above.) 

[Rape  [ 

f  Plums   f  Cherries. 

I  Wild    plum I  Ra&pberry. 

4.  Rosaceae    ,  Apricot    \  Blackberry. 

IPeach    I  Pear. 

Strawberries    ....[Apple. 

Clovers    f  Character  of  order. 

Alfalfa  I  Root,  stem  and  leaves. 

5.  Leguminosae  ..'.'•]  Cow  peas } Seed  and  germination. 

I  Soy  beans I  Flower,  varieties,  climate,  soil. 

[Vetches    [Sowing,  yield  and  composition. 

/•Wild   parsnip ff 

I  Parsnip    ' !  (Considered  under   same  headings 

6.  TJmbelliferae   . . .  }  Wild  carrot }     as  Chenopodiaceae.) 

[Carrot  [ 

18 


7.  Solanaceae 


Potato 


fSeed  and  seedling. 
Root. 

Stem  and  tuber. 
Germination  of  tuber. 
Varieties. 
Climate  and  soil. 
Planting,  yield  and  composition. 


8.  Compositae 


f  Thistle    

^  Dandelions    . 
1  Ox-eye  daisy, 


Characters  of  order. 
Eradication. 


f  r Characters  of  order. 

Blue  grass Root,  stem  and  leaf. 

9.  Graminea    (TrueJ  Timothy J  Inflorescence. 

Grasses)    |  Millets    S  Flower. 

Brome  grass Ripening. 

[Seed. 


•  fGrain  and  germination  of  seed. 

Wheat   Roots  and  tillering. 

Oats   Flower  and  fertilization. 

10.  Graminae    (Cere-<!  Barley   •<  Ripening. 

als)    Rye   Varieties. 

k  (Buckwheat)    ....    Climate  and  soil. 

I  Sowing,  yield  and  composition. 
/-Injurious  effects. 
Duration  of  weeds. 

11.  Weeds  of  the  Farm  (General) <j  Habit  of  growth. 

•  i  How  weeds  are  spread. 

I  Extermination. 

f  Study  of  individual  types    (Use 

12.  Weed  Work   (Special) J      Herbarium.) 

[Study  of  seed.     (Use  seed  cases.) 

( Purity  of  sample. 
Germinating  capacity. 

13.  Farm  Seed   (General) ^  Speed  of  germination. 

Weight. 
^ Color,  form  and  odor. 

{Form. 
Size. 
Color. 
Purity. 
Germinating  capacity. 
Weight. 


OUTLINE   OF    FARM    CROPS. 

C.— FIRST  YEAR,   FIRST   SEMESTER. 

Special  Attention  to  Corn. 

History  of  corn  plant. 

Acreage,    distribution,    production,    valuation. 
Classification  and  botanical  characteristics. 
Germination  and  growth  of  plants. 


19 


Climate  and  soil  in  its  relation  to  corn. 

Selection  and  preparation  of  seed   corn  for  planting. 

Care  of  the  corn  crop. 

Harvesting  and  storing  of  the  grain. 

Diseases  and  insects  attacking  the  corn  plant. 

Weeds  of  the  corn  field. 

Composition  and  feeding  value  of  corn. 

Corn  fodder. 

Corn  silage  and  the  production  thereof. 

Corn  judging. 

Corn  breeding. 

SECOND    SEMESTER. 

Small  Grain. 


Oats 


'Selection  and  preparation  of  seed. 
Preparation  of  seed-bed. 
Time  of  seeding.      (        Drilling 
Method  of  'seeding'  or 

Depth  of  seeding.    ^  Broadcasting. 
Subsequent  care. 

Harvesting,  stacking  and  threshing. 
Composition  and  feeding  value. 
Cost  of  production. 
Diseases  of  the  oat  plant. 
Treatment  for  the  same. 
Insect  enemies  of  the  oat  field  and  how  to 

combat  them. 
Weeds  of  the  oat  field  and  how  to  eradicate 

•them. 


Wheat    Spring  and  winter. 


Barley   

Flax   

Rye   

Buckwheat 


(These   grains   are   taken   up   under   practi- 
cally the  same  headings  as  oats.) 

Grasses. 


Timothy    

Blue  grass 
Orchard  grass 

Red  top    , 

Brome  grass  . . 
Meadow  fescue 
Millets  . 


Clovers 
Alfalfa 


f  History  of  grass. 
Seed. 

Preparation  of  seed-bed. 
Sowing. 

These  grasses  as  pasture. 
These  grasses  as  hay. 
Composition  and  feeding  value. 
The  Seed  crop. 
Weeds  found  in  these  meadows  and  pastures. 

History  and  distribution. 
Climate  and  soil. 
Seed. 

Time  and  method  of  seeding. 
Legumes  as  a  pasture. 
Composition  and  feeding  value. 
-  Insect  enemies  and  -weeds. 


Two  laboratory  periods  a  week  should  be  given  in  the  field  as  long  as 
the  weather  permits,  after  which  the  same  length  of  time  should  be  given 
in  the  laboratory. 


20 


OUTLINE  IX:      PLANT  HUSBANDRY— 1911. 
By  C.  L.  McNelly,  Instructor  in  Agriculture,  Willmar  High  School. 

I.     Weeds:     (2  weeks) 

1.  Loss  caused  by  weeds. 

2.  Seed  distribution. 

3.  Weed  propagation. 

4.  Life  of  seed. 

5.  Seed    producing    habits. 

6.  Habits  of  growth. 

7.  Classes  of  weeds. 

8.  Methods  of  eradication. 

a.  Annuals. 

b.  Biennials. 

c.  Perennials. 

9.  S'tate  law  regarding  weeds. 

10.  Identification  of  weed  seeds. 

11.  Identification  of  weeds. 

12.  Collection  of  30  varieties  of  weed  seed. 

13.  Collection  of  30  varieties  of  weeds. 

14.  Study   of   30   weeds   with   reference   to  name,   class,   time  of 

seeding,  method  of  seed  distribution,  place  where  injurious, 
and  method  of  eradication. 

II.     Plant  Growth:     (4  weeks) 

1.  Seeds. 

a.  Function. 

b.  Structure. 

c.  Composition. 

d.  Names  of  parts. 

e.  Functions  of  parts. 

2.  Seedlings. 

a.  Development. 

b.  Leaves. 

c.  Cotyledons. 

d.  Stem. 

e.  Roots. 

f.  Root  hairs. 

g.  Functions  of  parts. 

3.  Roots. 

a.  Functions. 

b.  Structure. 

c.  Kinds. 

4.  Stems. 

a.  Structure. 

b.  Kinds. 

c.  Functions. 

d.  Function  of  parts. 

e.  Moncotyledons. 

f.  Dicotyledons. 

21 


5.  Leaves. 

a.  Typical  leaf. 

b.  Parts   of  leaf. 

c.  Veining. 

d.  Kinds   of  leaves. 

e.  Leaf  arrangement. 

f.  Leaf  adjustment. 

g.  Transformations, 
h.  Transpiration. 

i.  Photosynthesis  and  other  functions. 

6.  Flowers. 

a.  Arrangement. 

b.  Functions. 

c.  Parts. 

d.  Function  of  parts. 

e.  Kinds. 

f.     Pollination, 
g.     Fertilization, 
h.     Methods  and  purposes  in  artificial  pollination. 

7.  Fruits. 

a.  Functions. 

b.  Kinds. 

c.  Structure. 

d.  Parts. 

III.     Soils:      (10  weeks) 

Study  leading  to  larger  crop  production. 
1.     Soil  formation. 

a.     Factors  of  soil  formation. 


1.  Action  of  heat  and  cold. 

2.  Water. 


b.     Methods  of  soil  formation.     -s   4 

5.  Plants. 

6.  Animals. 

2.  Brief  geological  history  of  Minnesota. 

3.  Soils  around  Willmar. 

4.  Physics  of  soil. 

a.  Kinds  of  soil. 

1.  Sedentary. 

2.  Transported,  etc. 

b.  Study  of  soil  particles. 

1.  Size. 

2.  Form. 

3.  Arrangement. 

4.  Classification. 

c.  Types  of  soil. 

1.  Value. 

2.  Characteristics. 

3.  Qualities  of  each. 

d.  Water  in  soil. 

fa.     Ground. 

1.     Kinds  of  water.      J  b.     Capillary. 
LC.     Film,  etc. 


22 


2.  Movements  of  water. 

3.  Value  of  water  in  the  soil. 

4.  Amount  of  water  required  by  different  crops. 

•T*  1  a.     Percolation. 

5.  Study  of  ways  in  which  wa  !  b.     Evaporation. 

is  lost.  |  c.     transpiration. 

J  d.     Surface  drainage. 

6.  Methods  of  maintaining  water  supply. 

(  a.     Needs. 

7.  Drainage. 

Cost. 


£ 

[  d. 


e.  Air  in  the  soil. 

1.  Need. 

2.  Amount. 

3.  Methods  of  aeration. 

f.  Temperature  of  soil. 

1.  Crop   requirements. 

2.  Value. 

3.  Methods  of  regulating. 

g.  Study   of   methods   of    maintaining  best  physical   con- 

dition  of  soil. 

1.  Tillage. 

2.  Drainage. 

3.  Manuring,  etc. 

5.  Bacteriology  of  soil. 

a.  Numbers  of  bacteria. 

b.  Kinds. 

c.  Food  required. 

d.  Activities. 

e.  Value. 

6.  Chemistry  of  soil. 

a.  Plant  food. 

1.  Elements  required  for  plant  growth. 

2.  Sources  of  plant  food. 

3.  Functions  of  plant  food  elements. 

4.  Elements  deficient. 

5.  How  the  plant  gets  its  food. 

b.  Humus. 

1.  Origin. 

2.  Function. 

3.  Properties. 

c.  Commercial  fertilizers. 

1.  Kinds. 

2.  Cost. 

3.  Value. 

4.  How  and  what  to  use. 

5.  Value  of  feeding  grain  crops  and  mill  feeds. 

d.  Barnyard   manures. 

1.  Value. 

2.  Factors  affecting  value. 

3.  Kinds. 

4.  Composition. 

5.  Methods  of  handling. 

23 


6.  How  beneficial. 

7.  Mixtures. 

8.  Rate  of  application. 

9.  Importance  of  keeping  live  stock. 

e.     Green  manuring. 

1.  Importance. 

2.  Where  and  when  advisable. 

3.  Crops  used. 

4.  Methods  used. 

7.     The  crop  rotation. 

a.  Definition. 

b.  Object. 

c.  Kinds  of  crops   grown;    value  of  cultivated   grass   and 

grain  crop  in  rotation. 

d.  Advantages  and  disadvantages  of  rotation. 

e.  The  adjustment  of  rotation  to  stock,  soil  and  fields  of 

farm. 

f.  Practical  problems  in  planning  and  rearranging  fields. 

IV.     Farm  Crops:      (8  weeks) 
A.     Corn. 

1.  Value  of  corn  as  a  farm  crop. 

2.  Reasons   for  growing  corn. 

a.  Yield  in  nutrients. 

b.  Cultivated  crop. 

3.  Botanical   corn. 

a.  Roots. 

b.  Stems. 

c.  Flowers;    staminate  and  pistillate. 

d.  Fertilization. 

e.  Pollination. 

4.  Soil   requirements. 

5.  Preparation   of   soil. 

6.  Methods    of    planting. 

7.  Amount  seed  required  per  acre. 

8.  Distance  apart  of  hills   and  rows. 

9.  Depth  to  plant. 

10.  Cultivation. 

11.  Harvesting. 

12.  Uses. 

13.  Composition  of  corn  and  by-products. 

14.  Value  as  a  feed. 

15.  Silage. 

a.  Methods  of  planting. 

b.  Methods  of  harvesting. 

c.  Value. 
16.     The  silo. 

a.  Silo   construction. 

b.  Methods  of  filling. 

c.  The  outdoor  silo. 
17.     Seed  selection. 

a.  Time  to  select. 

b.  Method  of  selection. 

c.  What  to  select. 

d.  Methods  of  curing  and  storing  seed. 

e.  Testing  by  ear  test. 

24 


1.  Value  of  test. 

2.  Reasons  for  making  test. 

18.  Corn  improvement. 

a.  Possibilities. 

b.  Methods,  etc. 

19.  Varieties    of   corn. 

20.  The   score   card  for  corn. 

21.  Judging  corn. 

22.  Practice  work  in   testing  and  judging  corn. 

B.  Wheat.     ^ 

D.  Oats. 

C.  Barley.     [-Outline  same  for  each  as  follows: 

E.  Flax. 

P.     Rye.          J 

1.  Special  reasons  for  growing  crop. 

2.  Study   of   plant. 

3.  Types  and   varieties. 

4.  Soil  requirements. 

5.  Place  in  rotation. 

6.  Climatic  requirements. 

7.  Preparation  of  seed  bed. 

8.  Time  of  seeding. 

9.  Amount  of  seed  required  per  acre. 

10.  Depth  to  seed. 

11.  Drilling  vs.   broad-casting. 

12.  Average   maturing  period. 

13.  Weight  per  bushel  of  seed. 

14.  Average  yield  per  acre. 

15.  Total  yield  and  value  in  U.  S. 

16.  Feeding  value. 

17.  By   products. 

18.  Composition. 

19.  Use. 

20.  Methods  of  increasing  yield  and  quality. 

a.  Improvement  of  land. 

b.  Care. 

c.  Seed  selection. 

Use  of  fanning  mill. 
Use  of  pedigreed   seed. 

21.  Diseases   and   treatment. 

22.  Value  of  pure  bred  seed. 

23.  Scoring  grains. 

24.  Judging  practice. 

V.     Fruit  Growing:      (6  weeks) 

1.     Factors  in  successful  fruit  growing. 

a.  location 

b.  soils 

c.  cultivation 

d.  mulching 

e.  food  requirements 

f.  manuring,  etc. 


25 


2.  .Fruits  studied:     The  Apple  ^ 

3.  Plums 

4.  Grapes 

5.  Currants 

6.  Gooseberries 

7.  Raspberries 

8.  Strawberries 


..Each  under  the  following  outline. 


a.  Origin. 

b.  Classes 

c.  Varieties. 

d.  Propagation 

e.  Arrangement  and  location  of  fruit  garden 

f.  Care 

g.  Picking 

h.  Packing 

i.  Shipping 

j.  Storing 

k.  Diseases  and  insect  pests  with  remedies. 

9.  Fruit  Growers  Association. 

VI.     Vegetable  Gardening:     (6  weeks) 

1.  Location. 

2.  Soil  requirements. 

3.  Rotation  of  crops. 

4.  Planning  the  garden. 

5.  Manures 

a.  kinds 

b.  methods  of  applying. 
<j.     effects. 

6.  Tillage 

a.  purpose 

b.  forms 

c.  methods. 

7.  Garden  implements. 

a.  horse  and  hand  cultivators 

b.  .hand  drills 

•c.     potato  machinery 

d.  sprayers,  etc. 

8.  seed  sowing 

a.  depth 

b.  time 

c.  soil  preparation,  etc. 

9.  Transplanting. 

a.  time 

b.  reasons 

c.  methods 

d.  where  used,  etc. 

10.  Value  of  good  seed. 

11.  Seed  testing. 

12.  Novelties. 

13     Development  of  new  varieties. 

a.  principles  of  plant  improvement 

b.  self  pollination 

c     .cross  pollination 

d.     methods  of  preventing  mixing  of  varieties. 

14.     Early  propagation. 

a.  hot  beds 

b.  cold  frames. 


26 


15.  Classification  of  vegetables 

Characteristics  and  methods  of  cultivation  of  the  following: 

a.  Corn 

b.  Onions 

c.  Asparagus 

d.  Rnubarb 

e.  Tomatoes 
f.     Potatoes 

g.     Cabbage 

h.     Peas 

i.     Celery,  etc. 

16.  Injurious  insects  and  remedies. 

OUTLINE  X:     CORN. 

By   Theodore  Sexauer,   Instructor  in  Agriculture,  Albert   Lea    High   School. 
A.— WHY    STUDY   CORN,   FIRST. 

1.  Most  general:  and  valuable  crop. 

2.  Popular  among  patrons. 

3.  Much  to  be  learned. 

4.  Information  easily  obtainable. 

5.  Is  easily  handled  in  school. 

6.  Is  easily  improved. 

7.  Teachers  easily  become  sufficiently  proficient. 

8.  Something  for  each  month. 

9.  Requires  only  home  or  school-made  apparatus. 
10.  Leads  community  to  act. 

B.— WHAT   TO  STUDY  ABOUT   CORN. 

1.  What  is  wrong  with  the  corn  crop? — September. 

2.  Counting  the  stand — September. 

3.  Saving  and  storing  seed  corn — Sept.  and  Oct. 

4.  Judging  and  studying  corn — Dec.  and  Jan. 

5.  Testing  seed  corn — Feb.  and  March. 

6.  Preparing  seed  lor  planter — Feb.  and  March. 

7.  Preparing  planter  for  seed — Feb.  and  March. 

8.  Preparing  the  seed  bed — April  and  May. 

9.  Cultivating  the  corn — May  and  June. 

10.  How  the  corn  plant  grows — May,  June,  July  and  August. 

11.  History  of  the  corn  plant. 

12.  Kinds  and  varieties  of  corn. 

13.  Improving  the  corn  crop. 

14.  Corn  arithmetic. 

15.  Friends  of  the  corn  field. 

16.  Machinery  of  the  corn  crop., 

17.  What  becomes  of  tiie  corn  crop. 

18.  Corn  and  the  rotation  of  crops. 

19.  Weed  enemies  and  how  to  eradicate  them. 

20.  Insect  enemies  and  how  to  combat  them. 

These  may  be  taken  up  any  time  after  interest  has  been  aroused. 

Topic  study. — The  foregoing  represents  a  brief  general  outline  for  topic 
study  of  the  various  divisions  of  farm  crop's,  garden  and  orchard  crops,  and 
other  similar  subjects. 

C.— FARM  CROPS. 

Have  pupils  answer  the  following  and  similar  questions,  inquiring,  ob- 
serving, investigating,  and  experimenting  at  home  when  necessary: 

1.  How  many  acres  of  corn  have  you  on  the  farm? 

2.  What  kind  of  corn  have  you?     (Flint  or  Dent?) 

3.  What  variety?     (Reid's  Yellow  Dent,  Silver  King,  etc.) 

27 


4.  How  many  bushels  of  corn  did  you  have  last  year? 

5.  On  how  many  acres? 

6.  How  many  bushels  per  a-cre  is  that? 

7.  How  much  does  a  bushel  of  ear  corn  weigh?    Shelled? 

8.  Will  your  corn  shell  out  that  number  of  pounds?     Try  it. 

9.  How  much  does  a  good  ear  of  corn  weigh? 

10.  How  many  such  ears  make  a  gcod  bushel? 

11.  How  wide  apart  are  corn  rows  each  way? 

12.  How  many  hills  in  an  acre  of  corn? 

13.  How  many  kernels  should  be  planted  in  a  hill? 

14.  How  many  kernels  will  be  needed  to  plant  an  acre? 

15.  How   many  rows   on   a  good   sized   ear  of  corn?     Kernels   in  a   row? 

Kernels  on  an  ear? 

16.  How  many  hills  will  such  an  ear  plant?     (Will  you  plant  all  the  kernels 

of  an  ear?)     Wny? 

17.  How  many  such  ears  will  it  take  to  plant  an  acre? 

18.  How  many  acres  will  a  bushel  of  such  corn  plant? 

19.  If  your  corn  yielded  one  small  ear  in  every  hill,  how  many  bushels  per 

acre  would  you  get?    Two  small  sized  ears?    Three? 

20.  If  your  corn  yielded  one   medium   sized  ear  in   every   hill  how  many 

bushels  per  acre  would  you  get?     Two  medium  ears?     Three? 

21.  If  your  corn  yielded  one  large  sized  ear  in  every  hill  how  many  bushels 

per  acre  would  you  get?    Two  large  ears?    Three? 

22.  What  would  be  the  value  of  the  corn  crop  on  your  farm  this  year  for 

each  of  the  above  9  yields  at  present  price  of  corn? 

23.  How  many  ears  usually  on  a  stalk? 

24.  How  many  stalks  ought  to  be  in  each  hill  in  order  to  have  the  best 

paying  crop? 

25.  Why  not  have  fewer  than  this? 

26.  Wny  not  have  more? 

27.  How  many  of  the  fields  in  this  school  district  have  just  the  right  num- 

ber of  stalks  in  each  hill? 

28.  How  can  we  find  out? 

D.— COUNTING    THE   STAND    OF   CORN. 

1.  Go  into  your  corn  field,  select  an  average  spot,  count  100  hills   (50  in 

each  of  two  places),  and  record  the  number  of  stalks  in  each  hill, 
thus:  0,  1,  2,  0,  4,  1,  5,  2,  3,  etc.  Bring  your  record  to  school. 

2.  Let  us  compare  fields.     To  do  so  we  must  have  some  standard  of  per- 

fection to  compare  them  with.  We  will  take  3  stalks  in  each  hill  as 
perfect.  (4  stalks  and  in  the  north  5  stalks  will  be 'considered  the 
same  as  3-stalk  hills.) 

3.  How  many  stalks  should  be  in  a  hill  to  make  a  perfect  stand  in  this 

part  of  the  state? 

4.  How  many  such  hills  in  the  100  you  counted?     (Record  your  results.) 

5.  How  many  2-stalK  hills? 

6.  How  many  l^stalk  hills? 

7.  How  many  0-stalk  hills? 

8.  A  2-stalk  hill  will  yield  how  much  compared  with  a  perfect  hill? 

9.  The  2-stalk  hills  in  your  100  hills  will  equal  how  many  perfect  hills  T 

10.  A  1-stalk  hill  will  yield  how  much  compared  with  a  perfect  hill? 

11.  The  1-stalk  hills  in  your  100  hills  will  equal  mow  many  perfect  hills? 

12.  A  0-stalk  hill  will  yield  how  much? 

13.  The  0-stalk  hills  in  your  100  hills  yield  how  much? 

14.  The  100  hills  you  counted  are  equal  to  how  many  perfect  hills? 

15.  Then  instead  of  a  perfect  stand  this  field  has  what  per  cent  of  a  per- 

fect stand? 

16.  If  you  have  recorded  your  work  carefully  it  will  look  something  like 

this  (the  numbers,  of  course,  will  vary  with  different  fields) : 

32041333211332122033 

23233220122230322303 

22211003033321022333 

03303302233002332330 

34235332130502023221 

28 


17.  This    man    planted    40   acres.      His   crop  yielded   42   bushels   per  acre. 

What  would  it  have  yielded  had  the  stand  been  perfect? 

18.  He  sold  the  corn  for  50c  per  bushel.    What  did  he  receive  for  his  crop? 

At  the  same  rate  what  would  he  have  received  had  his  stand  been 
perfect? 

19.  How  much  did  he  lose  from  ihaving  a  poor  stand? 

20.  If  this  man  worked  10  hours  a  day  in  his  corn  field  how  many  hours 

each  day  was  he  working  ground  that  yielded  no  corn? 

21.  Had  his  stand  been  perfect  how  many  acres  would  have  yielded  the 

same  amount  of  corn  that  he   did  get? 

22.  How  many  acres  were  idle? 

23.  What  might  he  have  done  with  this? 

24.  What  income  would  it  have  brought  him? 

25.  If  he  plowed  the  ground  in  15  days,  harrowed  16  acres  a  day,  planted 

16  acres  a  day,  cultivated  8  acres  a  day  (and  cultivated  4  times), 
how  many  day's  work  did  he  do  on!  the  40  acres  of  corn?  How 
many  days  were  lo.st  in  growing  this  40  acres  of  corn? 

26.  How  might  this  loss  be  avoided? 

27.  What  is  the  principal  cause  for  a  poor  stand? 

E.— HARVESTING   AND    STORING   SEED    CORN. 

1.  Why  do  we  need  good  seed  corn: 

2.  What  are  some  of  the  reasons  why  seed  corn  does  not  grow? 

3.  uan  this  be  avoided? 

4.  When  should  seed  corn  be  harvested? 

5.  What   are   the   advantages   of  harvesting   at    this    time?     The   disadr 

vantages? 

6.  Why  not  select  the  seed  corn  at  husking  time? 

7.  Why  not  select  it  from  the  crib  in  the  spring  just  before  planting? 

8.  From  what  kind  of  stalks  would  you  choose  seed  corn? 

9.  What  conditions  should  be  maintained  with  stored  seed  corn? 

10.  What  conditions  avoided? 

11.  Where  should  the  corn  be  stored?     Why? 

12.  What  are  ,some  of  the  objectionable  places?     Why? 

13.  How  shall  the  seed  corn  be  arranged  when  stored'?    What  are  the  ad- 

vantages ? 

F.— JUDGING  CORN. 

1.  Are  all  ears  of  corn  alike? 

2.  Are  some  better  than  others? 

3.  What  kind  do  we  want  for  seed? 

4.  How  can  we  find  out  what  ears  are  best? 

5.  Is  it  worth  while  to  spend  time  and  effort  in  studying  ears  of  corn  to 

see  which  are  the  best?    Why? 

6.  We  will  study  some  corn  carefully  and  see  if  we  can  choose  tne  best 

ears  and  tell  the  reasons  why  they  are  the  best.  Each  of  you  bring 
from  home  five  of  the  best  ears  you  and  your  father  can  select  from 
your  seed  corn.  We  will  mark  them  so  each  will  know  his  seed 
corn,  and  number  each  one's  ears  from  1  to  5  so  each  ear  may  be 
known. 

G.— TESTING  SEED   CORN. 

We  have  found  that  to  have  a  good  yield  of  corn  we  need  a  godd  stand 
and  to  get  a  good  stand  we  need  seed  corn  that  will  grow. 

1.  Does  your  father  test  his  seed  corn  to  see  if  it  will  grow? 

2.  How? 

3.  Yes,  that  is  a  good  way. 

4.  Does  poor  seed   come  from  poor  ears  or  from  some  poor  kernels  on 

each  ear? 

5.  Then  to  get  the  bad  seed  out  of  our  seed  corn  we  must  get  rid  of  what? 

6.  To  do  this  what  must  we  know  about  the  kernels  after  we  have  tested 

them? 

29 


7.  Would  you  like  to  test  these  ears  we  have  been  studying  to  find*  put 

which  ones  will  grow? 

(Here  have  .the  germination  box  constructed  and  the  test  made, 
letting  the  pupils  do  all  of  it  they  can.) 

8.  Would  some  of  you  like  to  testi  your  corn  at  home?     I  think  your 

father  will  be  glad  to  have  you  test  some  of  his  corn.     Perhaps  he 
will  help  you. 


REFERENCES. 

Bowman  &  Crossley — Corn.    Bowman  (Ames,  Iowa,)  leather,  $2.50. 

This    is   the   best  book   on    corn   and   is   interesting   and   practical.     Tt 
contains  the  best  outline  for  practical  work  for  corn  in  the  high  school. 
Holden — A  B  C  of  Corn  Culture — Simmons  Pub.  Co.;  25c. 

PAMPHLETS. 

United  States  Department  of  Agriculture — Varieties  of  corn,  Farmers' 
Bulletin  57;  flint  varieties  of  corn,  Farmers'  Bulletin  69;  corn  smut,  Farm- 
ers' Bulletin  69;  selection  of  seed  -corn,  Farmers'  Bulletin  193;  corn  growing, 
Farmers'  Bulletin  199;  popcorn,  Farmers'  Bulletin  202;  adaptation  of  seed 
corn,  Farmers'  Bulletin  224;  seed  corn  buying  and  judging,  Farmers'  Bul- 
letin 225;  handling  seed  corn,  Farmers'  Bulletin  244;  corn  bill  bugs  and  root 
louse,  Farmers'  Bulletin  259;  seed  corn,  Farmers'  Bulletin  272;  corn  root 
worms,  Circular  No.  59. 


STATE  BULLETINS. 

Alabama  Experiment  Station — Corn,  Bulletin  3. 

Georgia  Experiment  Station — Corn,  Bulletins  30,  34,  41,  46,  51,  55,  58, 
62,  65. 

Illinois  Experiment  Station — Studies  of  corn  and  its  uses,  Bulletin  9; 
insects  injurious  to  seed  and  roots  of  corn,  Bulletin  44;  corn  bill  bug  in 
Illinois,  Bulletin  79;  structure  of  the  corn  kernel,  Bulletin  87;  Indian  corn — 
injurious  insects,  Bulletin  95;  testing  corn  for  seed,  Bulletin  96;  breeding 
of  corn,  Bulletin  100;  ten  years  of  corn  breeding,  Bulletin  128. 

Indiana  Experiment  Station — Corn  improvement,  Bulletin  10. 

Iowa  Experiment  Station — Selection  of  seed  corn,  Bulletin  63 ;  seed  corn, 
selection,  Bulletin  77. 

Kansas  Experiment  Station— Corn  smut,  Bulletin  62 ;  corn  kernel  and  its 
improvement,  Bulletin  107;  corn,  roots  of,  Bulletin  127;  seed  corn,  testing 
for  vitality,  Bulletin  136;  Indian  corn,  Bulletin  147. 

Maine  Experiment  Station — Indian  corn  as  food,  Bulletin  131;  study  of 
corn,  Bulletin  139. 

Maryland  Experiment  Station — Sweet  corn,  Bulletin  96. 

Minnesota  Experiment  Station — Seed  grain,  Bulletin  24,  in  press. 

New  York  Experiment  Stajtion — Sweet  corn,  Bulletin  130. 

North  Dakota  Experiment  Station — Corn  culture,  Bulletin  51. 

Ohio  Experiment  Station — Smut  of  Indian  corn,  Bulletin  10;  score  card 
for  dent  corn,  Bulletin  61. 

Pennsylvania  Experiment  Station — Improvement  of  corn,  Bulletin  133. 

Rhode  Island  Experiment  Station — Continuous  corn  culture,  Bulletin  113. 

South  Carolina  Experiment  Station — Corn,  Bulletins  44,  61. 

Tennessee  Experiment  Station — Increasing  the  yield,  Bulletin  — . 

Utah  Experiment  Station — Water  requirements  of  corn,  Bulletin  86. 


30 


CORN  SCORE  CARD. 


By  W.  W.  Wicoff,  Instructor  in  Agriculture,  Owatonna  High  School. 


Sample  No 

I.  General  Appearance,  20. 

1.  Size  and  shape  of  ear. .  10 

2.  Constitution    4 

3.  Filling  of  butts 3 

4.  Filling  of  tips 3 

II.  Trueness  to   Type   or   Breed 
Characteristics,  20. 

1.  Shape  of  ear   5 

2.  Shape   of  kernel 5 

3.  Purity  of  color  of  cob. .  2 

4.  Uniformity  in  size  and 

shape  of  kernels  ....  4 

5.  Purity  of  color  of  grain  2 

6.  Straightness   of   rows..  1 

7.  Arrangement  of  rows. .  1 

III.  Maturity    and    Market    Con- 
dition, 25. 

1.  Sappiness    5 

2.  Moldiness    4 

3.  Chaffiness  4 

4.  bcarchiness    3 

5.  Adherence  of  tip  cap  to 

cob    3 

6.  Adherence    of    chaff   to 

tip  cap   2 

7.  Plumpness    of    tips    of 

kernels    ,  1 


Ear  No.  .... 

8.  Depth  of  kernel 1 

9.  Size  of  ear 1 

10.  Size  of  cob 1 

IV.  Vitality   (Germinating 

Power),  25. 

1.  Color  of  embryo 4 

2.  Condition  of  embryo. . .  4 

3.  Adherence  of  tip  cap  to 

cob    3 

4.  Blistering  of  kernel ....  3 

5.  Size  of  germ   2 

6.  Plumpness    of    tips    of 

kernels    2 

7.  Adherence   of    chaff   to 

tip  cap   2 

8.  Condition  of  cob 2 

9.  Starchiness  1 

10.  Chaffiness    1 

11.  Sap'piness    1 

V.  Shelling  Percentage,  10. 

1.  Depth  of  kernel 4 

2.  Size  and  density  of  cob  3 

3.  Filling  of  butts  and  tips  1 

4.  Space  at  cob 1 

5.  Furrows  between  rows.  1 

Total  .                          .  100 


31 


CORN   SCORE  CARD. 
University   of   Minnesota — Division   of  Agriculture. 


Salient  Points 

INTRINSIC  POINTS 

Standard 
Score 

Sample 

No  
Score 

Corrected 
Score 

1.   Form  of  ear  
2.  Butts  

10 
5 

3.  Tips.  .  '  

5 

4.  Length  of  ear  

10 

YIELD 
50  Points 

5.  Circumference  
6.   Kernel  arrangement  

8 
2 

7.  Space  

2 

8.   Kernel  shape  

2 

9.  Kernel  uniformity  

1 

10.  Per  cent  corn  to  ear  

5 

1.  Color  of  grain  

5 

VARIETY 

2    Color  of  Cob 

2 

CHARACTERS 
10  Points 

3    Kernel  indentation 

2 

4.  Kernel  shape  .... 

1 

1    Luster 

5 

2    Germ  color       .  .  . 

5 

VITALITY 
25  Points 

Size  

8 

Shape       

2 

3    Kernal  Condition  

5 

MARKET 

1.   Maturity         

10 

CONDITION 
15  Points 

2.   Freedom  from  injury    

5 

100  Points 

Total  

100 

Score  of, 


191 


CORN. 

Explanation  of  Points  in  the  Score  Card  and  Rules  for  Judging. 
Division   of   Agriculture.      St.    Anthony    Park,    Minn. 

YIELD:     50  POINTS. 

1.  Form  of  ear — Nearly  cylindrical,  straight,  regular  rows.     Proportionate 

length  to  circumference,  about  4  to  3.  Kernels  should1  be  similar  at 
ends  and  middle.  Tapering,  irregular  or  malformed  ears  are  ob- 
jectionable. 

2.  Butts  of  ears — -Rows  of  kernels  regular  and  complete,  leaving  a  medium 

deep  depression  where  shank  is  broken  off.  Enlarged,  open  and  con- 
tracted butts  are  objectionable. 

3.  Tips  of  ears — Well  rounded  and  filled  with  regular,  full  sized  kernels. 

Isot  pointed  or  tapering. 


32 


4.  Length  of  ear — This  varies  with  the  variety.     (See  standard1  measure.) 

5.  Circumference  of  ear — This  varies   with   the  variety.      (See  standard 

measurement.) 

6.  Kernel  arrangement — The  kernel  should  be  arranged  in  straight,  even 

and  unbroken  rows.  Twisted  rows  or  otherwise  irregular  rows  are 
objectionable. 

7.  Space — Between   the   rows  of  kernels   should  be  slight;    between  the 

kernels  at  cob,  none. 

8.  Kernel   shap'e — Varies    slightly   according  to  variety.     They   should  be 

square  shouldered,  straight  on  sides  and  taper  (wedge  like)  slightly 
from  cap  to  tip. 

9.  Kernel  uniformity — All  kernels  on  all  parts  of  the  ear  should  be  nearly 

uniform  in  size  and  shape. 

10.     Per  cent  of  shelled  corn — Determined'  by  weight.    It  is  very  important 
that  the  per  cent  be  80  or  more.     (See  standard.) 

RULES  FOR  JUDGING. 

1.  Form  of  ear,  Butts.     Tips.    Kernel  arrangement.     Space.    Kernel  shape 

and  kernel  uniformity  are  all  a  matter  of  judgment.  Get  a  mental 
idea  of  what  the  points  should  consist,  then  mark  accordingly. 

2.  Length — Measure  with  the  ruler  all  of  the  ears.    Take  one  point  off  in 

the  score  for  each  2  inches  thus  obtained.  No  deduction  is  made 
lor  excess  length. 

3.  Circumference — Measure  with   the  tape  about  2  inches  from  the  butt 

of  each.  Take  one  point  off  the  score  for  each  2  inches  thus  ob- 
tained. No  cut  is  made  for  excess  circumference. 

4.  Per  cent  of  shelled  corn — Weigh  the  average  five  ears;   shell  them  and 

weigh  the  shelled  corn;  divide  the  shelled  weight  by  the  total 
weight  to  get  tae  per  cent,  and  cut  one  point  off  the  iscore  for  each 
per  cent  less  tuan  standard,  85  per  cent. 

VARIETY  CHARACTERS:     10  POINTS. 

1.  Color  of  grain — Uniform.    True  to  the  variety  represented  and  free  from 

hybrid  kernels. 

2.  Color  of  cob — True  to  variety  and  of  bright  luster.     Generally  white 

corn  has  white  color  and  yellow  corn  has  red  color. 
3'.     Kernel  indentation — Typical  of  variety  represented. 
4.     Kernel  shape — Typical  of  variety  represented. 

RULES  FOR  JUDGING. 

In  all  points  pertaining  to  variety  characters,  a  knowledge  of  the  true 
(Characters  is  necessary.  Therefore,  the  scoring  is  a  matter  of 
judgment. 

VITALITY:     25  POINTS. 

1.  Luster— Means  the  brilliancy  of  color.    The  ears  and  kernels  should  be 

bright  throughout.    Weathering  or  aged  appearance  is  objectionable. 

2.  Germ — Color.     Should  be  rich  cheese  color  and  bright.     Size  should  be 

large  in  proportion  to  kernel.  Shape,  straight  and  broad.  Not 
cramped. 

3.  Kernel  condition — Sound,  well  tilled,  firm  and  well  cured. 

RULES  FOR  JUDGING. 

All  points  under  vitality  are  a  matter  of  judgment.  Cut  the  scores  in 
proportion  to  the  degree  of  ideal  perfection  which  the  factors  at- 
tained. 

33 


MARKET  CONDITIONS:     15  POINTS. 

1.  Maturity — The  ears  should1  be  thoroughly  mature,  dry,  firm  and  sound. 

2.  Freedom  from  injury,  mold,  de-cay,  dirt,  mice-gnawed  kernels.     Shelled 

kernels,  weathering. 

RULES   FOR  JUDGING. 

Entirely  a  matter  of  judgment  as  in  the  case  of  vitality. 


OUTLINE  XI:     GRAINS. 
By  DeVoe  Meade,   Instructor  in  Agriculture,  Hector  High  School. 

A.  Structure: 

1.  Relationships. 

2.  Roots. 

3.  Stems. 

4.  Leaves. 

5.  Tillering. 

6.  Reproductive  organs. 

7.  The  flower. 

8.  The  spikelet. 

9.  The  grain. 

10.  The  embryo. 

11.  The  spike. 

12.  The   endosperm. 

13.  The  aleurone  layer. 
14  The  bran. 

15.  Physical  properties. 

B.  Composition: 

1.  Water. 

2.  Ash. 

3.  Protein. 

4.  Relation  of  weight  per  bushel  to  chemical  composition. 

5.  Composition  as  influenced  by  environment. 

C.  Botanical   relations: 

1.  Species  of  wheat. 

2.  Spelt. 

3.  Mnkorn. 

4.  Emmer. 

5.  Common  wheat. 

6.  Club,  or  square  head  wheat. 

7.  Poulard  wheat. 

8.  Durum  wheat. 

9.  Polish  wheat. 

10.  Spring  and  winter  wheat. 

D.  Variety  classification: 

1.  Number  of  varieties. 

2.  Pedigree  wheat. 

3.  Variety  -characteristics. 

4.  Desirable  qualities. 

5.  Variety  groups. 

6.  Score  card. 

7.  Market  Classification. 

8.  boft  winter  varieties. 

9.  Hard  winter  varieties. 

10.  Hard  spring  varieties. 

11.  White  varieties. 


34 


E.  Improvement  of  varieties: 

"  1.  The  introduction  of  foreign  varieties. 

2.  Improvement  by  selection. 

3.  Crossing. 

4.  Possibility  of  cross  fertilization. 

5.  Importance  of  crossing  as  a  method  of  improvement. 
G.  Finding  and  testing  new  strains  or  varieties. 

F.  CM  mate: 

1.  Conditions  necessary  for  successful  wheat  culture. 

2.  Effect  of  climate  on  distribution. 

3.  Climate  and  quality. 

4.  Climate  as  affecting  growth. 

5.  Accumulation  of  soil  constituents  at  different  stages  of  growth. 

6.  WinterKiiling. 

G.  Soil  and  soil  amendments: 

1.  Selection  of  soil. 

2.  Use  of  fertilizers. 

3.  Indirect  fertilization. 

4.  Rotations. 

5.  Relative  importance  of  the  different  fertilizing  constituents. 

6.  Forms  of  fertilizers  to  apply. 

7.  Amount,  time,  and  manner  of  applying  commercial  fertilizers. 

8.  Farm  manure. 

9.  Mulching. 

H.     Cultural  methods: 

1.  Time  of  plowing. 

2.  Depth  of  plowing. 

3.  Seed  bed  preparation  without  plowing. 

4.  Time  of  plowing. 

5.  Depth  of  sowing. 

6.  Drilling  vs.  broadcasting. 

7.  Rate  of  seeding. 

8.  Germination. 

9.  Seed  treatment. 

10.  Wheat-seeding  machinery 

11.  Cultivation. 

12.  Rolling. 

I.     Weeds,  fungus  diseases  and  insect  enemies: 

1.  Weeds:      (a)   chess  or  cheat,   (b)  darnel,   (c)   cockle,   (d)   wild 

garlic,  (e)  wheat-thief. 

2.  Fungus  diseases:      (a)  rust,  (b)  wheat  scab,  (c)  loose  smut,  (d) 

stinking  smut. 

3.  Insect  enemies  of  growing  wheat:      (a)    chinch  bug,    (b)   Hes- 

sian fly,   (c)  wheat  joint  worm,   (d)   wheat  midge,  (e)  army 
worm,  (g)  grasshoppers. 

J.     Harvesting  and  preservation: 

1.  Date  of  harvesting. 

2.  Influence  of  maturity  on  yield. 

3.  Influence  of  ripening  on  composition. 

4.  Influence  of  shocking. 

5.  Method  of  shocking. 

6.  Methods  of  harvesting. 

7.  Self-rake  reaper. 

8.  The  self-binding  harvester. 

9.  The  head'er. 

10.     The  combined  harvester  and  thresher. 


35 


11.  Storing. 

12.  Elevators. 

K.     Uses  and  preparation  for  use: 

1.  Uses. 

2.  Food  for  domestic  animals. 

3.  Source,  amount  and  quality  of  flour. 

4.  Grades  of  flour. 

5.  Graham  and  entire  wheat  flour. 

6.  Milling  machinery. 

7.  The  by-products  of  wheat. 

8.  Composition  of  by-products. 

9.  Value  of  by-products  as  food. 

L.     Production  and  marketing: 

1.  Wheat  production  of  world. 

2.  Wheat  production  in  U.  S. 

3.  Progress  of  wheat  production. 

4.  Center  of  wheat  production. 

5.  Winter  wheat  and  spring  wheat. 

6.  Production  of  flour. 

7.  Wheat  consumption  p«r  capita. 

8.  Yield  per  acre. 

9.  Cost  of  production. 

10.  Export  of  wheat  and  flour. 

11.  Imports  of  wheat. 

12.  Commercial  grades. 

M.     History: 

1.  Antiquity. 

2.  Original  habitat. 

3.  Reason  for  culture  of  wheat. 

RYE. 

A.  Structure: 

1.  Relationship. 

2.  Root. 

3.  Stem. 

4.  Reproductive  parts. 

B.  Composition: 

1.  Water. 

2.  Ash. 

3.  Protein. 

4.  Fat. 

C.  Varieties: 

1.  Spring. 

2.  Winter. 

D.  Climate1: 

1.     Best  conditions  of  temperature  and  moisture. 

E.  Soil  and  its  amendments: 

1.  Character  of  soil. 

2.  Fertilization. 

3.  Manuring. 

F.  Cultural  methods: 

1.  Seed  bed  preparation. 

2.  Rate  of  seeding. 

3.  Pasturing. 

36 


4.  Time  of  seeding. 

5.  Rotations. 

6.  Harvesting. 

G.     Enemies  of  rye: 

1.  Chess. 

2.  Wild  mustard. 

3.  Cockle. 

4.  Chinch  bug. 

5.  Army  worm. 

6.  Grasshopper. 

7.  Ergot. 

8.  Black  stem  and  orange  leaf  rust. 

H.     Harvesting. 

I.     Uses: 

1.  Rye  as  a  green  manure. 

2.  Food  for  man. 

3.  Food  for  domestic  animals. 

4.  Rye  in  manufacture  of  alcoholic  drinks. 

5.  Rye  as  a  soiling  crop. 

6.  By-products. 

J.     Production  and  marketing: 

1.  Rye  crop  oi  world. 

2.  Rye  crop  of  U.  S. 

3.  Center  of  production. 

4.  Yield  per  acre. 

5.  Commercial  grades. 

K.     History: 

1.  Antiquity. 

2.  Original  home. 

OATS. 

A.  Structure: 

1.  Relationships. 

2.  Root. 

3.  Stem. 

4.  Infloresence. 

5.  The  grain. 

6.  Weight  per  bushel. 

B.  Composition: 

1.  Water. 

2.  Ash. 

3.  Protein. 

4.  Fat. 

C.  Varieties: 

1.  Spring. 

2.  Winter. 

3.  Varieties  with  open  and  with  closed  panicle. 

4.  Influence  of  type  or  variety  on  yield. 

D.  Improvement  of  varieties: 

1.     Qualities  sought  for: 

(a)  high  percentage  of  kernel 

(b)  yield 

(c)  meet  commercial  demand. 

37 


2.  Factors  influencing  yield: 

(a)  hardiness 

(b)  eariiness 

(c)  stiffness  of  straw 

(d)  heat  and  drought  resistance 

(e)  rust  resistance. 

3.  Selection. 

4.  Introduction  of  new  varieties. 

E.  Climate: 

1.  Conditions  necessary  for  successful  oat  culture. 

2.  Influence  or  climate  on  distribution. 

3.  Influence  01  climate  on  yield. 

4.  Influence  of  climate  on  growth. 

5.  Influence  on  physical  properties. 

6.  Moisture  requirements. 

F.  The  soil  and  its  amendments: 

1.  Cnaracter  of  soil. 

2.  Fertilization. 

(a)  kind 

(b)  quantity 

(•c)     influence  of  fertilizers. 

3.  Rotation. 

G.  Cultural  methods: 

1.  Preparation   of   seed   bed. 

2.  Subsequent  treatment. 

3.  Influence  of  size  of  seed  and  seed  selection. 

4.  Sowing  with  other  cereals. 

5.  Oats  with  field  peas. 

6.  Oats  and  rape. 

7.  Germination. 

8.  Seed  treatment. 

9.  Rate  of  seeding. 
10.  Time  of  sowing 

(a)  In  northern  states. 

(b)  In  southern  states. 

11.  Depth  of  sowing. 

12.  Methods  of  sowing. 

H.     Weeds,  fungus  diseases  and   insect  enqmies: 

1.  Wild  mustard. 

2.  Loose  smut. 

3.  Covered  smut. 

4.  Rusts. 

5.  Chinch  bug. 

6.  Grasshoppers. 

7.  Fall  army  worm. 

I.     Harvesting: 

1.  For  grain. 

2.  For  hay. 

3.  Methods. 

J.     Uses: 

1.  For  live  stock. 

2.  As  a  human  food. 

3.  By-products. 

K.     Production  and  Marketing: 

1.  Oat  crop  of  world. 

2.  Oat  crop  of  U.  S. 


38 


3.  Yield  per  acre. 

4.  Increase  in  production. 

5.  Center  of  production. 

6.  Export  trade. 

7.  commercial  grades. 

L.     History: 

1.  Antiquity. 

2.  Original  habitat. 

BARLEY. 

A.  Structure: 

1.  Relationships. 

2.  Root. 

3.  Stem. 

4.  Grain. 

5.  Inflorescence. 

6.  The  hull. 

7.  Variation  in  endosperm  with: 

(a)  variety 

(b)  maturity 

(c)  climate. 

8.  Embryo. 

9.  Weight  per  bushel. 

B.  Composition: 

1.  Water. 

2.  Ash. 

3.  Protein. 

4.  Fat. 

C.  Malting  qualities: 

1.  Germination. 

2.  Character  of  endosperm. 

D.  Varieties: 

1.  Six-rowed  barley. 

2.  Two-rowed  varieties. 

3.  Winter. 

4.  Spring. 

5.  Varieties. 

6.  Breeding  barley. 

E.  Climate: 

1.  Conditions  necessary  for  successful  barley  culture. 

2.  Distribution,  yield  and  climate. 

3.  Moisture  requirements. 

F.  The  soil  and  soil  amendments: 

1.  Soil  characters. 

2.  ib'ertilization  and  manuring. 

G.  Cultural  methods: 

1.  Seed  bed  preparation. 

2.  After  treatment. 

3.  Rate  of  seeding. 

4.  Time  of  sowing. 

5.  Germination. 

6.  Seed  selection. 

7.  Depth  of  sowing. 


39 


8.  Rotations. 

9.  Harvesting. 
10.    Threshing. 

H.     Fungus  diseases  and  insect  enemies: 

1.  Black  stem  rust. 

2.  Orange  leaf  rust. 

3.  Loose  smut. 

4.  Covered  smut. 

5.  Cninch  bug. 

6.  Hessian  fly. 

7.  Joint  worm. 

I.     Uses: 

1.  As  a  food  for  domestic  animals. 

2.  For  malting  purposes. 

3.  By-products. 

J.     Production  and  marketing: 

1.  Barley  crop  of  world. 

2  Barley  crop  of  U.  S. 

3  Center  of  barley  production. 

4.  Yield  per  acre. 

5.  Exports  and  imports. 

6.  Commercial  grades. 

K.     History: 

1.  Antiquity. 

2.  Original  home. 

REFERENCES. 
BOOKS. 

Curtis — Wheat  Culture. 

Dondlinger — Book  of  Wheat,  Judd $2.00 

Hunt — Cereals  in  America,  Judd 1.75 

PAMPHLETS. 

United  States  Department  of  Agriculture — Yearbook  1903,  p.  329,  347; 
Yearbook  1906,  p.  199;  Farmers'  Bulletins  73,  105,  122,  139,  186,  219,  233,  249, 
251,  273,  305,  320,  329,  366,  388,  399,  419,  420,  424,  427,  436,  466;  Bureau  of 
Chemistry,  Bulletin  120;  Bureau  of  Entomology,  Bulletins  16,  17,  42,  69,  85 
(8  pts.),  Circulars  70,  113;  Bureau  of  Plant  Industry,  Bulletin  63;  Bureau  of 
Soils,  Bulletins  66,  67;  Bureau  of  Statistics,  Bulletins  20,  57,  58,  59,  60,  68.  . 

Illinois  experiment  Station — Variety  test  of  wheat,  Bulletin  121;  meth- 
ods of  seeding  oats  Bulletin  136. 

Iowa — Press  Bulletin,  winter  wheat  growing  in  Iowa,  Bulletin  16. 

Minnesota  Experiment  Station — Bulletins  115,  117,  120,  122. 

NECESSARY  EQUIPMENT. 

1.  Compound  microscopes,  magnifying  500  diameters  at  $18.00. 

2.  Balance  weighing  to  centigrams. 

3.  School  set  of  economic  seeds.     These  may  be  obtained  at  a  small  ex- 

pense by  writing  to  the  Seed  Laboratory,  U.  S.  Dept.  of  Agriculture, 
Washington,  D.  C. 

4.  Small  magnifying  glasses,  magnifying  10  diameters. 

5.  Collect   samples   of  the  common  diseases  and  insects  for  class  room 

study. 

6.  Other  equipment  needed  may  be  brought  from  home  by  pupils  as  need!ed. 

7.  Each  student  should  keep  a  note-book  in  which  are  recorded  all  field 

trips,  demonstrations',  laboratory  work,  etc.,  written  up  in  full. 

40 


WHEAT  SCORE  CARD. 
University   of  Minnesota — Division   of  Agriculture. 


Salient  Points 

INTRINSIC  POINTS 

Standard 
Score 

Sample 
No  
Score 

Corrected 
Score 

YIELD 

Weight  per  bushel  

25 

30  Points 

5 

Color 

3 

VARIETY 
CHARACTERS 

Purity 

10 

15  Points 

Kernel  shape 

2 

Luster 

5 

VITALITY 

15 

30  Points 

3 

Odor 

7 

Weed  seed 

10 

3 

MARKET 
CONDITION 

2 

25  Points 

5 

100  Points 

Total 

100 

Score  of. 


.191. 


WHEAT. 

Explanation  of  Points  in  the  Score  Card  and  Rules  for  Judging. 

Division   of   Agriculture.     St.   Anthony    Park,    Minn. 

YIELD:      SO   POINTS. 

1.  Weight  per  bushel.     (Standard,  GO  pounds.)     Determine  with  chondro 

meter.    Heavy  weight  seed  is  recognized  as  best. 

2.  Uniformity — The  sample  should  be  even  in  size,  shape  and1  color. 

VARIETY  CHARACTERS:     15  POINTS. 

1.  Color — Should  be  uniform,  rich  and  true  to  breed  represented. 

2.  Purity — All  kernels  should  be  true  types  of  the  breed  represented.    Ad- 

mixtures of  other  varieties  of  grains  are  objectionable. 

3.  Kernel  shape — (Varies  with  the  variety.)     Should  be  distinct  and  true 

to  breed  represented. 

VITALITY:     30  POINTS. 

1.  .Luster — The  grain  should  be  clean  and  bright.    A  dull,  dead'  color  is  ot> 

jectionable. 

2.  Plumpness — All  kernels  should  be  well  filleu,  well  rounded  and  have  no 

sharp  angles.    The  crease  should  be  well  closed. 

3.  Germ — Should  be  large  and  well  filled.    When  cut  open  it  should  look 

bright  and  clean. 

4.  Odor — The   sample  should  be  sweet  and  tree  from  all  foul  smell,  as 

mold,  mustiness,  bin-burned,  etc. 


41 


MARKET    CONDITIONS:      25  .POINTS. 

1.  Weed  seed — The  sample  should  be  free  from  weed  seed,  especially  wild 

oats,  darnel,  quack  grass,  cheat  and  mustard. 

2.  Dirt  and  dust — No  dirt,  sticks,  chaff,  etc.,  or  dust  should  be  present. 

3.  Injured  kernels — All  broken,  blighted  and  scabby  kernels  are  objection- 

able. 

4.  Smut — The  presence  of  smut  is  objectionable. 

5.  Condition  of  bran — The  bran  or  seed  coat  should  be  smooth,  bright  and 

free  from  dirt  and  weathering. 

RULES  FOR  JUDGING. 

1.  Weight  per  bushel.     (Standard,   GO   pounds.)     Cut  one  point  for  each 

pound  less  than  standard. 

2.  Weed1  seed — Count  out  100  seeds  just  as  they  run.     Cut  the  score  in 

proportion  to  the  number  of  weed  seeds  found. 

3.  Injured  kernels — Follow  the  same  operation  as  for  weed  seed. 

4.  Uniformity — Color,  purity,  kernel,  shape,  luster,  plumpness,  germ,  odor, 

dirt,  dust,  smut  and  condition  of  bran  are  all  a  matter  of  judgment. 
Consider  carefully  the  desirable  features  in  these  regards;  then  cut 
the  score  in  each  case  accordingly. 


BARLEY  SCORE  CARD. 
University   of  Minnesota — Division   of  Agriculture. 


Salient  Points 

INTRINSIC  POINTS 

Standard 
Score 

Sample 
No  
Score 

Corrected 
Score 

YIELD 

Weight  per  bushel            

25 

30  Points 

Uniformity        

5 

Purity                                        .  . 

12 

VARIETY 
CHARACTERS 

Color 

5 

20  Points 

Kernel  shape  

"3 

Plumpness                                     

15 

VITALITY 
25  Points 

Luster  
Odor  

5 
5 

MARKET 
CONDITION 
25  Points 

Weed  seed  
Dirt  
Injured  kernels  
Weathering   

7 
5 
5 
8 

100  Points 

Total  

100 

Score  of.  . 


191 


BARLEY. 

Explanation  of  Points  in  the  Score,  Card  and  Rules  for  Judging, 

Division   of   Agriculture.      St.    Anthony    Park,    Minn. 

YIELD:      30    POINTS. 

1.  Weight  E'er  bushel.     (Standard,  48   pound's.)     Yield,  as  determined  by 

weight,  is  an  important  factor  and  should  be  given  close  attention. 

2.  Uniformity — All  kernels  should  be  of  uniform  size,  shape  and  color. 


42 


VARIETY  CHARACTERS:     20  POINTS. 

1.  Purity — All  kernels  must  be  of  the  breed  represented.     A  mixture  of 

two  row  in  six-row  barley  01  vice  versa  is  a  serious  fault.    The  pres- 
ence of  oats  or  wheat  is  also  objectionable. 

2.  Color — Varies   with  the  variety   and  type.     It   should  be  distinct  and 

typical  of  the  variety  represented. 

3.  Kernel  shape — Varies  with  the  class,  but  should  be  typical  of  the  breed 

represented. 

VITALITY:     25  POINTS. 

1.  Plumpness — Kernels  round  and  full;  well  filled,  crease  well  closed  in, 

ends  of  kernels  blunt,  not  long  and  tapering. 

2.  Luster — Very  important  in  barley.    It  is  one  indication  of  quality.    The 

kernels  should  be  clear  and  bright. 

3.  Odor — Should  be  sweet  and  fresh — not  old  or  musty  or  smutty. 

MARKET   CONDITIONS:      2,5   POINTS. 

1.  Weed  seed — Seeds  of  any  weeds,  especially  wild  oats,  qua-ck  grass,  dock, 

etc.,  are  objectionable. 

2.  Dirt — Such  as  sticks,  straw,  chaff,  etc.,  interfere  with  the  seeding  and 

are  a  detriment  to  seed  grain. 

3.  Injured    kernels — Lower    the    germination    and    quality    of    the    see*ds. 

Cracked,  mice-eaten  or  decayed  kernels  are  here  considered. 

4.  Weathering — Injurious    to    barley    more    than    any    other   grain.      It   is 

indicated  by  the  yellow  or  brown  tinge  to  the  berries. 

RULES  FOR  JUDGING. 

1.  Weight  per  bushel.     Determine  the  exact  weight.     Then  cut  ll/2  points 

off  the  score  for  each  pound  less  than  standard. 

2.  Weed  seed  and  injured  kernels  are  determined  by  counting  out  100  or 

more  seeds  and  noting  the  number  of  each  in  each  count.    Cut  the 
score  according  to  the  numoer  of  each  found. 

3.  All  the  other  points  are  a  matter  of  judgment.    Consider  carefully  what 

should  be  a  perfect  condition  in  each  case.     Then  cut  the  score  in 
proportion  to  tue  degree  of  perfection. 

FLAX  SCORE   CARD. 
University  of  Minnesota — Division  of  Agriculture. 


Salient  Points 

INTRINSIC  POINTS 

Standard 

Sample 
No  Corrected 

Score 

Score           Score 

YIELD 

Weight  per  bushel    

30 

35  Points 

Uniformity  

5 

VARIETY 
CHARACTERS 
15  Points 

Color  
Purity  

10 
5 



VITALITY 

Plumpness  
Luster 

15 
5 

25  Points 

Odor 

5 

Weed  Seed     .    .    . 

10 

MARKET 

Dirt  

5 

CONDITION 

Injured  kernels 

2 

25  Points 

Weathering   

8 

100  Points 

Total  

100 

Score  of.  . 


191 


43 


FLAX. 

Explanation  of  Points  in  the  Score  Card  and  Rules  for  Judging. 

Division   of   Agriculture.      St.    Anthony    Park,    Minn. 

YIELD.     35  POINTS. 

1.  Weight  per  bushel,     (fecandard,  56  pounds.)    As  yield  is  dependent  upon 

the  weight  of  the  grain,  the  weight  per  bushel  is  very  important. 
It  is  determined  by  the  chondrometer. 

2.  Uniformity — In  flax  uniformity  is  usually  good,  but  the  seeds  should  all 

be  of  equal  size  and  shape. 

VARIETY  CHARACTERS:     15  POINTS. 

1.  Color — The  variety  of  color  is  difficult  to  distinguish.     Sharp  lines  must 

be  drawn  if  a  difference  is  detected.    Whatever  the  color,  it  should 
be  distinct. 

2.  Purity — Distinguished  by  size,  shape  and  color,  which  should  be  that  of 

the  breed  represented. 

VITALITY:     25  POINTS. 

1.  Plumpness — Plax  usually   appears  to   be  plump,   but  examination  will 

show  concave  or  flat  sides.     Tne  seeds  should  be  well  rounded  out 
on  both  sides. 

2.  Luster — Good  seed  should  be  brignt  and  shiny — a  dull  appearance  indi- 

cates poor  vitality  and  quality. 

3.  Odor — The  sample  should  be  sweet  and  free  from  musty,  bin-burned  or 

smutty  odors. 

MARKET   CONDITIONS:     25   POINTS. 

1.  Weed  seed — Seed  flax  should  be  free   from  all  foul  seeds,   especially 

those  which  are  difficult  to  separate  with  a  fanning  mill. 

2.  Dirt — Sticks,  seed-bolls,  straw,  etc.,  should  not  be  present  in  seed  flax. 

3.  Injured  kernels — Broken,  scabby,  or  otherwise  damaged  kernels  are  ob- 

jectionable. 

4.  Weathering — Indicated  by  dull  appearance,  the  berries  stick  together, 

etc.;  this  is  detrimental  and  objectionable. 

RULES  FOR  JUDGING. 

1.  Weight  per  bushel.     (Standard,  56  pounds.)     Determine  with  the  chon- 

drometer.   Cut  iy2  points  for  each  pound  less  than  standard. 

2.  Weed  seed — Count  out  100  or  more  kernels  from  the  sample  and  note 

the  number  of  weed  seeds.     Cut  in  proportion  to  the  amount  found. 

3.  Injured  kernels — Proceed  as  for  weed  seed  and  cut  accordingly. 


OUTLINE   XII:      POTATOES. 
By  D.  B.  Jewell,  Instructor  in  Agriculture,  Deer  River  High  School. 

Note — It  is  the  purpose  of  this  outline  to  suggest  topics  for  study  and  not 
definite  information  regarding  potato  culture.  All  study  should  be  adapted  to 
local  conditions.  Definite  information  may  be  obtained  from 

Bailey — Cyclopedia  of  Agriculture  4v;    Macmillan $20.00 

Bailey — Cyclopedia  of  Horticulture,  4v;  Macmillan 20.00 

Bailey — Manual  of  Gardening;   Macmillan 2.00 

Green — Vegetable  Gardening;   Webb 1.00 

Bulletins  of  U.  S.  Dept.  of  Agriculture  and  State  Experiment  Stations. 

44 


A.  The  potato  botanically: 

1.  The  potato  plant. 

(a)  Leaves. 

(b)  fctems  (above  ground). 

(c)  Stems  (under  ground)    (tubers). 

(d)  Roots. 

(e)  Blossoms. 

(f)  Fruits. 

(g)  Propagating  by  seeds,  stems,  and  tubers. 

2.  The  potato  family   (Solanaeceae). 

(a)  Characteristics  of  family. 

(b)  ^esemblance  of  potato  to  pepper,  tomato,  night  shade, 

etc. 

(c)  History  of  the  potato. 

B.  The  potato  as  an  agricultural  product: 

1.  Significance  of  the  crop. 

(a)  As  a  food  for  man. 

(b)  As  a  food  lor  animals. 

(c)  As  a  raw  material  for  manufactured  products. 

(d)  Potato  regions. 

2.  Improving  the  crop. 

(a)  By  selection. 

(b)  r>y  seedlings. 

(c)  Other  ways. 

C.  Culture  of  the  potato: 

1.  Soil  requirements. 

(a)  Physical  requirements. 

(b)  Plant  food  requirement. 

(c)  iVioisture  requirements. 

(d)  Measurement  of  local  soils  by  ideal  standard. 

2.  Preparing  the  soil. 

(a)  Plowing  (time  and  manner). 

(b)  Harrowing  (object  and  thoroughness). 

(c)  JL  ertilizing. 

3.  Planting. 

(a)  Selecting  the  seed.      (Use  score   card  from  College  of 

Agriculture.) 

(b)  Cutting  the  seed. 

(c)  Treating  the  seed. 

(d)  Distance  apart  of  rows. 

(e)  Distance  apart  of  hills. 

(f)  Depth. 

(g)  Potato  planters  (hand  and  horse  planters). 

4.  Cultivating  the  crop. 

(a)  Level  cultivation. 

(b)  Hill  cultivation. 

(c)  Time  to  begin  -cultivation. 

(d)  When  to  discontinue  cultivating. 

(e)  Depth  of  cultivation. 

(f)  Cultivating  tools. 

(g)  Object  of  cultivation. 

5.  Insects  and  diseases. 

(a)  Insects  and  treatment.     (Potato  beetle.) 

(b)  Diseases  and  treatment.     (Blight  and  scab.) 

(c)  Spraying  machinery. 

(d)  Mixing  of  spraying  mixtures. 

6.  harvesting  the  crop. 

(a)  when  is  a  potato  ready  to  harvest? 

(b)  Methods  of  harvesting. 

By  hand  and  by  diggers. 

45 


D.  Storing  the  crop. 

1.  'ihe  root  cellar. 

(a)  Temperature. 

(b)  Ventilation. 

(c)  Methods  of  building. 

(d)  Shrinkage. 

2.  The  potato  warehouse.     (Co-operative.) 

(a)  Organization. 

(b)  •  Advantages. 

(c)  Conditions  necessary  to  success. 

E.  Marketing  the  crop, 

1.  Marketing  from  the  field. 

(a)  Advantages. 

(b)  Disadvantages. 

2.  Marketing  as  seed. 
6.     Shipping  potatoes. 

(a)  Manner  of  loading  cars   (winter  and  summer). 

(b)  Freight  rates  and  profiis. 

(c)  Uniform  stock  of  one  variety  a  necessity. 

(d)  ueveloping  a  potato  market. 

F.  Profits  in  potato  growing. 

G.  The  potato  in  relation  to  the  rest  of  the  farm. 

1.  Its  place  in  crop  rotation. 

(a)  On  a  small  farm. 

(b)  On  a  large  farm. 

(c)  As  a  money  crop. 

2.  As  a  cultivated  crop  to  kill  weeds. 

3.  As  a  new  ground  crop. 


OUTLINE  XIII:      FORAGE  CROPS. 
By   Edwin   S.    Billings,   Instructor   in   Agriculture,  Canby    High   School. 

I.     Forage  crops  defined. 

1.  General  purpose. 

2.  Classes. 

a.  Annuals. 

b.  Perennials. 

c.  i^egumes. 

d.  Root  crops. 

3.  Place  of  in  the  rotation. 

II.     General   classifications: 
1.     Annuals. 

a.  Examples  of 

b.  Purposes  for  wrhich  grown. 

(1)  Character  as  a  feed. 

(2)  Any  special  purposes. 

c.  Cultivation. 

(1)  General. 

(2)  For  special  annuals. 

d.  Harvesting  and  curing. 

(1;     Machines. 
(2)     Manner. 


46 


2.  Perennial  grasses. 

a.  Examples  of. 

b.  Purposes  of  the  crop. 

(1)     Cnaracter  of  important  examples  as  feed. 

c.  Cultivation. 

(1)  Seeding. 

(a)     Cover  crops. 

(2)  For  special  crops. 

d.  Harvesting  and  caring  for  the  crops. 

(1)  Generally. 

(2)  For  special  ends. 

(a)  Production  of  seed. 

(b)  Other  uses. 

3.  Legumes. 

a.  Defined. 

b.  Examples. 

c.  Purposes. 

(1)  Maintenance  of  fertility. 

(2)  For  high  protein  roughage. 

(3)  For  the  production  of  seed. 

d.  Cultivation. 

(1)     Preparation  and  seeding  of  land. 

(a)  General. 

(b)  Special  crops  as  alfalfa. 

(c)  Inoculation  of  the  soil. 

e.  Cutting  and  caring  for  the  crop. 

(a)  General. 

(b)  Special    cases,    as    alfalfa    in    a    humid 

climate. 

4.  Root  crops. 

a.  Examples. 

b.  Purposes  in  the  feeding  ration. 

c.  Cultivation. 

d.  Harvesting  and  caring  for  the  crop. 

The  crops  under  fibres  not  considered  important  in  this  connection. 

Materials: 

Preserved  specimens  of  the  legumes  should  be  kept  at  hand  to  illustrate 

the  nodules  on  die  roots. 

Shock  covers  to  be  shown  and  discussed  in  their  relation  to  the  curing 
of  tne  legumes. 

OUTLINE   XIV:      VEGETABLE    GARDENING— ONE    SEMESTER,    SPRING 

TERM. 

By   John    F.    Ware,    Instructor   in   Agriculture,   South    St.    Paul    High    School. 

A.  Classification  of  vegetables: 

(a)  Botanical  classification  of  vegetables. 

(b)  Frost  hardy  and  frost  tender  vegetables. 

(c)  Special  directions  for  cultivation  of  asparagus,  beets,  brussels 

sprouts,  carrot,  cauliflower,  celery,  corn,  cress,  cucumber, 
egg-plant,  gourds,  norseradish,  lettuce,  muskmelon,  onions, 
parsley,  parsnip,  peas,  peppers,  potato,  pumpkin,  radish,  rhu- 
barb, rutabaga,  salsify,  spinach,  squash,  sweet  potato,  to- 
mato, turnip,  watermelon. 

B.  Planning  the  gardon: 

(a)  Location  and  soil. 

(b)  Early  crops  and  late  crops. 

(c)  Succession  of  crops. 

(d)  Plan  for  a  small  vegetable  garden. 

47 


C.  Manures  and  fertilizers: 

(a)  Chemical  and  physical  properties  of  each. 

(b)  Horse  manure,  sheep  manure  and  cow  manure. 

(c)  Commercial  fertilizers:     Nitrate  of  soda,  tankage,  lime    wood 

ashes. 

D.  Garden  cultivation: 

(a)  Plowing  and  subsoil  plowing. 

(b)  Cultivation  to  kill  weeds. 

(c)  Cultivation  to  develop  plant  food. 

(d)  General  cultivation  of  garden  crop's. 

(e)  Horse  and  hand  implements. 

E.  Common  garden  insects  and  methods  of  destroying  them: 

(a)  Potato  beetle,  cabbage-worm,  wireworms,  cutworms,  aphis, 
parsley-worm,  cu-cumber  beetle,  bean  and  pea  weevil,  squash 
bug. 

(o)     Life  history  of  insects  in  brief. 

F.  Hotbeds  and  cold  frames: 

(a)  Time  to  make. 

(b)  Location  and  material. 

(c)  Ventilation  and  temperature. 

(d)  Watering. 

(e)  A  small  practical  greenLouse. 

G.  Outdoor  work  in  garden: 

(a)  Planting  seed  in  flats. 

(b)  Transplanting  seedlings  in  flats. 

(c)  Spading  up  garden. 

(d)  Preparing  seed-bed. 

(e)  Sowing  seed  in  the  open. 

(f)  Care,  watering  and  ventilation  of  hotbeds. 

(g)  Laying  out  garden. 

(h)     Hoeing  and  cultivation  of  individual  gardens. 

This  work  is  planned  for  the  spring  term  in  order  to  give  as  much  prac- 
tical work  in  the  garden  as  possible  with  the  text-book.  Green's  Vegetable 
Gardening  is  the  text-book  used.  In  connection  with  our  vegetable  garden- 
ing work  in  South  St.  Paul  in  the  spring  we  will  organize  an  Agricultural 
Club  among  the  boys  of  the  high  school  and  rent  two  acres  of  land  near  by 
and  plant  it  in  potatoes.  The  boys  will  do  the  work  and  divide  the  profits 
in  the  fall. 

REFERENCES. 

Hemenway — How  to  make  school  gardens,  Doubleday $1.00 

Morse — New   rhubarb    culture,    Judd 50 

Parsons — Children's  gardens,  Sturgis   1.00 

Rawson — Success  in  market  gardening,  Doubleday 1.10 

Sevey — Bean  culture,  «judd   50 

Tracy — Tomato  culture,  Judd  50 

Weed — Spraying  crops,  Judd 50 

PAMPHLETS. 

United  States  Department  of  Agriculture — Potato  culture,  Farmers'  Bul- 
letin 35;  sugar  beet,  Farmers'  Bulletin  52;  potato  diseases,  Farmers'  Bulletin 
91;  peas  and  beans,  Farmers'  Bulletin  121;  irrigation  ditches,  Farmers'  Bul- 
letin 158;  barnyard  manure,  Farmers'  Bulletin  191;  mushroom's,  Farmers' 
Bulletin  204;  school  gardens,  Farmers'  Bulletin  218;  fungicides,  Farmers'  Bul- 
letin 243;  cucumbers,  Farmers'  Bulletin  254;  leguminous  crops,  Farmers' 
Bulletin  278;  onion  culture,  Farmers'  Bulletin  354;  boys'  agricultural  clubs, 
Farmers'  Bulletin  385;  potato,  Farmers'  Bulletin  407;  testing  seeds,  Farmers' 
Bulletin  428;  cabbage,  Farmers'  Bulletin  433;  frames  in  truck  gardening, 
Farmers'  Bulletin  460. 

Minnesota  Experiment  Station — Farm  vegetable  garden,  Bulletin  17; 
potato  growing  in  Minnesota,  Bulletin  4. 

48 


OUTLINE  XV:      FRUIT  GROWING— ONE  SEMESTER. 
By   John    F.   Ware,    Instructor   in   Agriculture,   South   St.    Paul    High   School. 

A.  Locations  for  fruit  growing. 

(a)  Soil  and  subsoil. 

(b)  Selecting  sites  for  an  orchard. 

(c)  Soil  sampling  field  work. 

(d)  Nearness  to  market. 

B.  Insects  injurious  to  fruits: 

(a)  Specimens  of  insects. 

(b)  Mixing  insecticides  in  laboratory. 

(c)  Sprayers. 

(.d)     Groups  of  insects. 

C.  Diseases  injurious  to  fruits: 

(a)  Difference  between  an  insect  and  a  disease. 

(b)  Remedies  against  diseases. 

i.c)     Mixing  of  Bordeaux  in  laboratory. 

D.  Harvesting  and  marketing  fruit: 

(a)  Handling  and  picking  fruit. 

(b)  Box  packing. 

(c)  Shipping  fruit. 

E.  Propagation  of  fruit  plants   (illustrated  by  actual  class  and  field  work): 

(a)  Budding. 

(b)  Grafting. 

(c)  Top  working. 

(d)  Layering. 

F.  Apples: 

(a)  Propagation. 

(b)  Cultivation  and  pruning. 

(c)  Mulching  and  fertilizers. 

(d)  Varieties — Laboratory  work  on  market  specimens  in  season. 

G.  Pear: 

(a)  Propagation. 

(b)  Cultivation  and  fertilizers. 

(c)  Soil  and  pruning. 

(d)  Varieties — Laboratory  work  on  market  specimens  in  season. 

H.     Grapes: 

(a)  Propagation. 

(b)  Cultivation  and  fertilizers. 

(c)  Soil  and  pruning. 

(d)  Varieties — Laboratory  work  on  market  specimens  in  season. 

I.     Strawberry: 

(a)  Soil  and  location. 

(b)  Mulching  and  cultivation. 

(c)  Insects  and  diseases. 

(d)  Varieties — Laboratory  work  on  market  varieties  in  season. 

J.     Currant: 

(a)  Soil  and  location. 

(b)  Mulching  and  cultivation. 

(c)  Insects  and  diseases. 

(d)  Varieties — Laboratory  work  on  market  varieties  in  season. 

49 


K.     Gooseberry: 

(a)  Soil  and  location. 

(b)  Mulching  and  cultivation. 

(c)  Insects  and  diseases. 

(d)  Varieties — Laboratory  work  on  market  varieties  in  season. 

L.     Raspberry: 

(a)  Soil  and  location. 

(b)  Mulching  and  cultivation. 

(c)  Insects  and  diseases. 

(d)  Varieties — Laboratory  work  on  market  varieties  in  season. 

M.     Blackberry: 

(a)  Soil  and  location. 

(b)  Mulching  and  cultivation. 

(c)  Insects  and  diseases. 

(d)  Varieties — Laboratory  work  on  market  varieties  in  season. 

N.     Cranberry: 

(a)  Soil  and  location. 

(b)  Mulching  and  cultivation. 

(c)  Insects  and  diseases. 

id)     Varieties — Laboratory  work  on  market  varieties  in  season. 

O.     Citrus  fruits: 

(a)  Soil  and  propagation. 

(b)  Varieties — Laboratory  work  on  oranges,   grapefruit  and  lem- 

ons. 

Laboratory  Work. 

Principles  of  plant  growth: 

Germination  of  seeds  and  seed  testing. 

Common  weeds  and  their  eradication. 

Function  of  roots. 

Function  of  leaves. 

Function  of  -bark. 

Process  of  starch  formation  in  leaves. 

Pollination  and  crossing  to  obtain  new  varieties: 

Use  schooi  exercises  in  plant  production,  Farmers'  Bulletin  408,  U. 
S.  D.  A.,  as  an  outline  or  a  text-book  in  this  work. 

With  this  course  i:t  is  planned  to  use  Green's  Popular  Fruit  Growing  as 
a  text-book. 

One  laboratory  period  a  week  is  planned  on  Principles  of  Plant  Growth 
as  outlined  above  on  market  varieties  of  fruits  as  suggested  in  outline.  At 
least  one  excursion  a  week  should  be  made,  as  opportunity  offers,  to  nearby 
farms,  orchards  and  nurseries  during  the  early  fall  while  the  weather  per- 
mits. 

REFERENCES. 

United  States  Department  of  Agriculture — Apple  and  how  to  grow  it, 
Farmers'  Bulletin  113;  home  fruit  garden,  Farmers'  Bulletin  154;  propaga- 
tion of  plants,  Farmers'  Bulletin  157;  pruning,  Farmers'  Bulletin  181;  straw- 
berries, Farmers'  Bulletin  198;  fruit  as  food,  Farmers'  Bulletin  293;  irriga- 
tion of  orchards,  Farmers'  Bulletin  404. 

Minnesota  Experiment  Station — Selecting  seed  corn,  Bulletin  9;  farm 
drainage,  Bulletin  13;  strawberries  and  bush  fruits,  Bulletin  1G;  alfalfa  in 
Minnesota,  Bulletin  18. 

Nursery  and  seed  catalogues  from  the  various  firms  will  be  found  good 
for  descriptive  work  in  fruits. 


50 


OUTLINE  XVI:      WEEDS. 
By   Edw.  W.  Vancura,   Instructor  in   Agriculture,  Argyle   High   School. 

A.  Definition:     Any  plant  that  persists  in  growing  where  it  is  not  wanted. 

B.  Classification: 

1.  Annuals.     (Define.) 

a.  Native. 

b.  Introduced. 

2.  Biennials.     (Define.) 

a.  Native. 

b.  Introduced. 

3.  Perennials. 

a.  i\Tative. 

b.  Introduced. 

C.  History. 

D.  Habitat. 

E.  Botanical    characteristics: 

1.  Root. 

a.     Kind. 

2.  Stem. 

a.  Kind. 

b.  Modification  for  protection,  if  any. 

3.  Leaves. 

a.  Kind. 

b.  Modification  for  protection,  if  any. 

(1)  Prickles. 

(2)  Growing  near  ground,  as  dandelion. 

4.  Flowers. 

a.     Kind. 

5.  Seeds. 

a.  Description. 

b.  Modification  for  distribution, 
•c.     Length  of  life  in  ground. 

d.     As  adulterants  in  commercial  seeds. 

F. — Means  of  spreading: 

1.  Natural  agencies. 

a.     Wind,  water,  birds,  animals. 

2.  Human  agencies. 

a.  Manure  (very  efficient). 

b.  Seed  grain,  hay,  railways,  threshing  machines,  farm  im- 

plements, farm  animals. 

3.  Continuous  grain  farming    (the  most  efficient  of  all  methods). 

a.  Some  seeds,  like  wild  oats,  drop  before  grain  is  harvested. 

b.  Weeds,  like  foxtails  and  pigweeds,  send  up  new  shoots 

or  branches  after  they  are  cut  off  by  the  binder,  and 
produce  new  seeds  before  they  are  plowed  under. 

4.  Adulterants. 

a.     Commercial    seeds,    representing    especially   the    clovers 
and  the  grasses. 

(1)  Most  effective  medium  through  which  introduced 

noxious  weed  seeds  are  disseminated. 

(2)  Countries  having  strict  seed   laws  export  their 

commercial  seeds  containing  noxious  weed 
seeds  to  states  that  do  not  pay  any  or  much 
attention  to  this  undesirable  seed. 

(3)  Sentiment  regarding  bad  weeds  in  foreign  coun- 

tries. 

51 


G.     Injuries  to  man  and  plant  life: 

1.  Crowd  other  plants  and  reduce  yield. 

2.  Use  plant  food  and  moisture  from  soil. 

3.  Extra  cost  of  twine  to  tie  up  weeds. 

4.  Reduce  market  price  of  grain  and  hay. 

5.  Extra  labor  to  handle  with  the  grain. 

6.  freight  charges  for  shipping  weed  seeds. 

7.  value    of    100    pounds    of   grain    or   grass   when    10    per   cent 

(more  or  less)  is  weed  seeds. 

H.     Methods  of  eradicating  weeds: 

For  complete  eradication  of  a  noxious  plant,  the  production  of 
seeds  must  be  prevented,  and  .if  the  plant  is  a  biennial,  or  a  per- 
ennial, the  root,  bulb,  or  root  stocks,  must  be  killed. 

a.  Annuals. 

(1)  Weed  seeds  allowed  to  be  introduced  once  into 

the  land  are  hard  to  exterminate, 
(a)     Because  the  seeds  germinate  at  irregular 
intervals. 

(2)  Rotation. 

(a)  Cultivation  very   successful. 

(b)  Grass  crops  and  pastures  very  successful. 

(c)  Cultivated  crops  allow  intermediate  culti- 

vation. 

(3)  Clean  seed  grain. 

(4)  Early  plowing. 

(a)  Prevents  ripening  of  seeds. 

(b)  Causes  germination  of  seeds. 

(5)  Early  discing  and  rate  plowing. 

(a)     Causes  weed  germination. 

(6)  2  to  4  iper  cent  solutions  of  copper  sulphate  on 

mustard. 

b.  Biennials — Live   two   years  j    that   is,   the   production   of 

the  plant  the  first  year  and  seed  the  following 
year.  The  first  year  the  plant  forms  thick  roots 
or  root-stocks,  in  which  is  stored  plant  food,  which 
encourages  plant  growth  the  following  spring. 

(1)  Prevent  from  going  to  seed. 

(2)  Mowing  usually  induces  more  branching  of  stem 

at  base. 

(3)  Cutting  roots  below  crown  usually  kills  them. 

(4)  Crop  rotation  most  successful. 

(5)  Usually   most   abundant    in    old    pastures,   farm- 

steads, groves,  roadsides  and  fences. 

c.  Perennials — Plant  lives   three  or   more   years.     Root  or 

-  root-stock  contains  food  material  for  plant  nour- 
ishment during  growth  early  in  the  spring. 

(1)  The  best  methods  for  killing  the  roots  or  root- 

stocks  depends  or  varies  considerably  accord- 
ing to — 

(a)  Soil. 

(b)  Climatic  conditions. 

(c)  Character   of   different   weeds. 

(d)  Size  of  the  patch. 

(2)  Digging  up  the  roots  or  root-stocks. 

(3)  Sprays  of  salt,  kerosene,  sulphuric  acid,  on  fresh 

cut  root. 

(a)  Not  always  effective. 

(b)  Expensive. 

52 


(4j  Starving  roots  to  death  by  preventing  any  devel- 
opment of  green  leaves  or  other  parts  above 
ground. 

(a)  leaves   or   any   green   part  of   a   plant 

•manufactures  food. 

(b)  Any  root-stock  that  contains  plant  food 

will  under  favorable   conditions   send 
up  new  shoots. 

Note— Plant  food  is  made  in  a  plant 
only  by  direct  action  of  sunlight  and  the 
green  coloring  matter  (chlorophyl)  in  the 
plant,  upon  the  food  nutrients  taken  in  by 
the  root  hairs  and  leaves.  Suppress  either 
one  or  both,  and  the  plant  will  die,  due  to 
lack  of  nourishment. 

(c)  Suppressing  green  part  or  leaves. 

1.  By  cutcmg  off  new  shoots  that  are 
being  formed  from  the  root- 
stock  by  use  of  a  knife  run  un- 
derground or  by  using  what  is 
known  as  a  surface  or  gopher 
€Uitivator. 

(d)  Suppressing  light. 

1.  With   tar-paper,   blankets,   boards, 

etc. 

2.  With  straw  (not  very  effective). 

3.  With   smothering  crops,  as  hemp, 

buckwheat,  rape,  etc. 
(5)     Cultivation. 

(a)  Exposing  roots  to  direct  sunlight. 

(b)  Exposing  roots  to  heavy  frosts  in  fall  of 

year. 

(c)  Cultivation  during  wet  weather  usually  in- 

creases their  numbers  by  scattering  the 
root-stocks  over  the  field. 

General  methods. 

(a)  Disc  stubble  fields  just  after  shocks  are  removed. 

(1)     To  secure  quick  germination  of  the  weed  seeds. 

a.     Plant  winter-killed  before  chance  to  make  seed. 

(b)  Pasture  stubble  fields. 

(1)  Stock  eat  weeds  and  seeds. 

(2)  Stock  tramp  seeds  into  soil  causing  them  to  germinate. 

(c)  Seed  laws. 

(1)     Proper  labeling  of  weed  seeds  in  commercial  seeds. 

(d)  Cleaning  seed. 

(e)  Purity  tests. 

(1)     Send  samples  to  U.  of  M.  Farm  or  to  your  local  agri- 
cultural instructor  for  tests. 

(f)  Grow  grasses  along  the  fences  instead  of  weeds. 

(g)  Clean  or  grind  grain  before  it  is  fed  to  stock. 

(1)     Weed  seeds  may  pass  through  digestive  tract  without 

injury  to  germination, 
(h)     Grow  smothering  crops. 

(1)     Exclude   sunlight  which  is  necessary  for  manufacture 

of  plant  food  in  the  weeds, 
(i)     Harrow  early  in  the  spring. 

(1)     Cause  weeds  to  germinate, 
(j)     Growing  winter  grains. 

(1)     Allow  early  cultivation  in  fall  of  year  for  preparation 
of  seed  bed. 

53 


(2)     Crop  usually  ripens  early  and  is  early  removed. 

a.  Allows  early  plowing  and  turning  under  of  weeds 

before  they  go  to  seed. 
(K)     Pulling  by  hand. 

(1)     J\ot  economical  but  at  times  necessary. 
(1)     Summer  fallow. 
Om)   Crop  rotation  (a  true  remedy). 

Rotation  of  crops  is  the  systematic  succession  of  the  tnree 
general  classes  of  crops,  namely,  grain,  grass,  in-eluding  clover, 
and  cultivated  crops,  so  as  to  get  grain,  pasture  and  forage 
needed  on  ti.e  farm  at  the  least  expense  of  labor  and  fertility. 

(1)  Grass  crops. 

a.  Gives  weeds  a  very  poor  chance  to  produce  seeds. 

b.  Early    producing   crops,   and    as    such    are   har- 

vested before  weeds  ripen. 

(2)  Cultivated  crops. 

a.  Follow  grass  crops'  with  cultivated  crop  to  insure 
killing  the  weeds  from  the  seeds  that  have  lain 
dormant  during  the  time  the  land  was  in  grass. 

b.  Grass  crops  enrich  the  soil  and  as  a  result  follow- 

ing crops  grow  heavier  and  tend  to  smother 
weeds. 

(3)  Grain  crops. 

a.     Allow  weeds  to  increase. 

(n)     Prevention  is  more  economical  and  easier  than  treatment, 
(a)     ^  stitch  in  time  saves  nine. 

REFBRENCEiS. 

Bailey — Encyclopedia  of  Agriculture,  v.  2,  Farm  Crops,  Macmillan.  . .  .  4>5.00 
Canada — Department  of  agri-culture,  farm  weeds  (excellent) 1.00 

United  States  Department  of  Agriculture — Weeds  and  how  to  kill  them, 
Farmers'  Bulletin  28;  weeds  used  in  medicine,  Farmers'  Bulletin  188;  seeds 
and  impurities,  Farmers'  Bulletin  260;  dodder,  Farmers'  Bulletin  306;  weed 
seeds  in  manure  and  feeding  stuffs,  Farmers'  Bulletin  334;  Canada  blue 
grass,  Farmers'  Bulletin  402;  testing  farm  seeds  in  the  home  and  rural 
school,  Farmers'  Bulletin  428. 

United  States  Bureau  of  Plant  Industry — Vitality  and  germination  of 
seeds,  Bulletin  58;  germination  of  seeds  affected  by  certain  chemical  fertil- 
izers; vitality  of  buried  seeds,  Bulletin  83. 

Illinois  experiment  Station — Russian  thistle  in  Illinois,  Bulletin  35. 

Iowa  Experiment  Station — Quack  and  weed  grasses,  Bulletin  83. 

Kansas  Experiment  Station — Kansas  weeds,  bulletin  52. 

Kentucky  Experiment  Station — Adulterants  and.  weed  seeds  in  Kentucky, 
Bulletin  124. 

Maine  Experiment  fetation — Three  troublesome  weeds,  Bulletin  32. 

Michigan  Experiment  Station— See^s  of  Michigan  weeds. 

Minnesota  Experiment  Station — Quack  grass  eradication,  Press  Bulletin 
36;  some  common  weeds  and  their  eradication,  Press  Bulletin  95. 

North  Dakota  Experiment  Station — Weeds  and  methods  of  eradication, 
by  Bolley,  Press  Bulletin  80. 

Ohio  Experiment  Station — Noxious  weeds  along  thoroughfares  and  their 
destruction,  Bulletin  59. 

Oklahoma  Experiment  Station — Weeds  in  Oklahoma. 

Wisconsin  Experiment  Station^Farm  weeds  and  iron  sulphate,  Bul- 
letin 179;  control  of  quack  grass  and  Canada  thistles,  Circular  19. 

Wyoming  Experiment  Station — Wheat  grasses  of  Wyoming,  Bulletin  59. 


54 


OUTLINE  XVII:    ANIMAL  HUSBANDRY 


By  C.  L.  McNelly,  Instructor  in  Agriculture,  Willmar  High  School. 

Horses: 

1.  Origin. 

2.  Early  history. 

3.  Domestication. 

4.  Methods  of  improvement. 

5.  Breeds  and  types. 

a.  Basis  of  classification. 

b.  Classification. 

c.  The  ideal  draft  type. 

d.  Tne  ideal  road  type. 

6.  S'tudy  the  iollowing  breeds: 

a.  Percheron. 

b.  Clydesdale. 

c.  Shire. 

d.  Belgian. 

With  reference  to — 

(1)  Origin. 

(2)  History. 

(3)  Characteristics. 

(a)  Size. 

(b)  Color. 

(d)     General  appearance. 

(4)  Popularity. 

(5)  Adaptability. 

(6)  Distribution,  etc. 
Market  classes  and  grades  of  horses. 

a.  Basis  of  classification. 

b.  Market  requirements. 

8.     The  present  status  of  the  horse-breeding  industry. 

Cattle: 

1.  Origin. 

2.  Early  history. 

3.  Domestication. 

4.  Methods  of  improvement. 

5.  Breeds  and  types. 

6.  Classification. 

7.  Beef  type. 

8.  The  ideal  conformation. 

9.  Study  of  the  following  breeds: 

a.  Shorthorns. 

b.  Herefords. 

c.  Aberdeen  Angus. 
With  respect  to — 

(1)  Origin  and  history. 

(2)  Leading  characteristics. 

(a)  Size. 

(b)  Color,  etc. 

(3)  Leading  individuals  and  families. 

(4)  Leading  breeders. 

(5)  Show-ring  winners. 

(6)  Popularity. 


55 


(V)     Adaptability. 
(8)     Distribution. 

(a)  Minnesota. 

(b)  In  United  States. 

v.9)     Milking,  grazing  and  feeding  characteristics. 
UO)     Use  of  score  card  and  judging. 

10.  Dairy  type. 

a.  The  ideal  form. 

b.  The  relation  of  form  to  function. 

11.  Dairy  breeds. 

a.     Holsteins. 
to.     Jerseys 

c.  Guernseys. 

d.  Ayrshire. 

12.  Breeds  studied  with  reference  to — 

a.  Origin  and  history. 

b.  Characteristics. 

c.  Value  as  milk  producers. 

d.  Value  as  butter-fat  producers. 

e.  Advanced  registry. 

f.  Leading  families. 

g.  Prominent  individuals, 
h.  Leading  breeders. 

i.  Popularity. 

j.  Adaptability. 

k.  Distribution. 

1.  Organizations. 

m.  Dairying  as  a  business. 

Sheep: 

1.  Origin. 

2.  Domestication. 

3.  Early  history—  * 

In  Spain — Breeding  for  wool. 

In  England— Breeding  for  mutton. 

In  America — Breeding  for  wool  and  mutton. 

4.  Methods  of  improvement. 

a.  Crossing. 

b.  Selection. 

c.  In,  and  in  breeding. 

d.  Food  and  care. 

5.  Basis  of  classification. 

a.  w  ool. 

b.  Mutton. 

c.  fc»ize. 

6.  Study  of  wool. 

7.  The  ideal  mutton  type. 

8.  Study  of  the  following  breeds: 

a.  American  Merino. 

b.  Rambouillet. 

c.  Southdown. 

d.  Dorset. 

e.  Shropshire. 

f.  Hampshire. 

g.  Oxford. 

h.     Leicester, 
i.      Lincoln, 
j.      Cotswold. 


56 


With  reference  to — 

(1)  Origin. 

(2)  History. 

(.6)     Characteristics. 

(a)  General  appearance. 

(b)  Color. 

(c)  Size. 

(d)  Form. 

(e)  Wool. 

(4)     Feeding  qualities. 

(0)  Grazing  qualities. 

(6)  Wooling  qualities. 
(O     Mutton  qualities. 

(8)  Breeding  qualities. 

(9)  Adaptability. 

(10)  Distribution. 

(11)  Value  in  crossing  and  grading. 

(12)  Comparison  with  other  breeds. 
9.    The  place  of  sheep  on  the  farm. 

IV.     Swine. 

1.  Types  and  breeds. 

2.  Ideal  lard  type. 

3.  Ideal  bacon  type. 

4.  Study  of  the  following  breeds: 

a.  Yorkshire. 

b.  Tarn  worth. 

c.  Chester  White. 

d.  Berkshire. 

e.  Poland  China. 

f.  Duroc  Jerseys. 
With  reference  to 

(1)  Origin. 

(2)  Early  history. 

(3)  Breed  characteristics. 

(4)  Color. 

(5)  Size. 

(0)  Form. 

(7)  Maturing  qualities. 

(8)  Feeding  qualities. 

(9)  Grazing  qualities. 

(10)  Breeding  qualities. 

(11)  Quality  of  meat. 

(12)  Value  of  crossing  and  grading. 

(13)  Distribution. 

(14)  Comparisons. 

(15)  Organizations. 

(16)  Scoring  and  judging. 

(17)  The  place  of  hogs  on  the  farm. 

V.     Feeding  live  stock. 

1.  Study  of  the  organs  of  digestion. 

a.  In  horse. 

b.  In  ruminants. 

2.  Digestive  processes. 

a.  Digestion. 

b.  Absorption. 

c.  Assimilation,  etc.,  of 

(1)  C.  H. 

(2)  Proteins. 

(3)  Fat. 

57 


3.  Food  compounds. 

a.  Functions. 

b.  Properties. 

4.  Animal  nutrition. 

a.  Composition  of  food  stuffs. 

b.  Digestibility  of  foods. 

c.  Co-efficient  of  digestion. 

d.  Influence  of  food  on  the  body. 

5.  The  balanced  ration. 

a.  Feeding  standards. 

b.  The  nutritive  ration. 

c.  The  ration. 

(1)  Food  of  maintenance. 

(2)  Food  for  production. 
(.3)     Economy  of  production. 

t>.     Feeding  stuffs. 

a.  Composition. 

b.  Comparative  value. 

c.  Place  in  ration. 

d.  Classification: 

(1)  Roughage. 

(a)  Legumes. 

(b)  Other  roughages. 

(2)  Concentrates. 

(a)  Protein. 

(b)  Carbo-hydrates. 

7.     Discussions  of  important  principles  in  feeding. 

a.  Need  of  quality  in  animals. 

b.  Food  requirements  for  young  vs.  old  animals. 

c.  Need  of  steady  gain. 

d.  Danger  of  forcing. 

e.  Loss  of  food  after  ripening. 

f.  Necessity  for  knowing  composition. 

g.  V  alue  of  a  mixed  ration. 

h.     Proteids  cheaper  in  roughage. 

i.     Profits-  in  feeding  not  determined  by  selling  price, 

j.     Practice  in  making  up  economical  rations. 

VI.     Feeding  dairy  cows. 

1.  Dairy  cows. 

a.  Food  requirements. 

b.  Balanced  rations. 

c.  Feeding  cows  in  milk. 

d.  Feeding  pregnant  cows. 

e.  Feeding  the  bull. 

f.  Use  of  soiling  crops. 

g.  Summer  pasture. 

h.     Feeding  calves  and  young  stock. 
i.     Care  and  management. 

2.  Feeding  calves  for 

a.  Veal. 

b.  Dairy  stock. 

c.  Beef  stock. 

VII.     Feeding  for  Beef. 

a.  Making  baby  beef. 

b.  Wintering  yearlings. 

c.  Fattening  two  year  olas. 

58 


d.  Fattening  on  pasture. 

e.  Feeding  range  steers. 

f.  Care,  methods  of  handling  and  best  grain. 

g.  .uations  for  each  class. 

n.  Product  returned  by  beef  steers  compared  with, 

i.  Return  irom  dairy  cows. 

VIM.     Sheep  feeding. 

1.     The  breeding  flock. 

a.  Selection. 

b.  Care. 

c.  Handling. 

d.  Shelter. 

e.  Pastures. 

f.  Character  of  rations. 

g.  Care  of  lambs. 

U.  Feeding  hot  house  lambs. 

3.  Feeding  spring  lambs. 

4.  Feeding  yearling  wethers. 

5.  Fattening  range  lambs. 

IX.     Swine  feeding. 

1.  Hog  raising  as  an  industry. 

2.  Special  reasons  for  growing  hogj. 

3.  The  breeding  herd. 

a.  Feed. 

b.  Care. 

c.  Management. 

d.  Selection. 

e.  Shelter. 

f.  Pastures. 

g.  Rations,  etc. 

4.  Care  of  brood  sow  feeding. 

5.  Care  and  feeding  of  herd  boar. 

6.  Feed  and  care  of  young  pigs. 

7.  Handling  sprins:  pigs  to  be  fattened  in  fall. 

8.  Feeding  .shoats. 

9.  Ration  when  on  pasture. 

10.  Grain  ration. 

11.  Finishing  off. 

i«.     Handling  pie^  in  winter. 
13.     Fattening  pigs  in  winter. 

X.     Dairying. 

1.     Processes  of  milk  secretion. 

a.  Structures  of  the  udder. 

b.  Action  of  secreting  cells. 

c.  Time  of  secretion. 
I.     Milk. 

a.  Composition  of  milk. 

b.  value  ot  -milk  compounds. 

c.  Lse  of  mi'lk  compounus. 

d.  State  standards  for  milk,  cream  and  solids. 
.     Colostrum  milk. 

a.  Composition. 

b.  Value. 

59 


4.     Milk  testing. 

a.  Importance  of  testing. 

b.  .  Tv»  Baocock  test. 

c.  History  of  the  test. 

d.  .reliability  of  test. 

e.  Method  of  making  test. 

(1)  Sampling  the  milk. 

(2)  Use  of  pipette. 

(3)  Quantities  of  milk  used. 

(4)  Acid  used. 

(a)     Kind. 

Ob)     Quantity. 

(c)     Methods  of  handling. 

(5)  Principles  of  the  milk  test 

(6)  Making  the  test. 

(a)  Time. 

(b)  Care. 

(c)  Method. 

(d)  Temperature. 

(e)  Reading  the  test. 

(7)  Calibration  of  test  bottle. 

(8)  Speeding  the  machine. 

f.  Taking  composite  samples. 

g.  Testing  skim  milk  and  butter  milk, 
h.     Testing  cream. 

i.      Cleaning  glassware. 

j.     Care  of  test  bottles  and  apparatus. 

5.  Care  and  handling  of  milk. 

a.  Bacteria  in  milk. 

(1)     Nature. 

(2;     Types. 

(3)     Numbers  development. 

b.  Conditions  favorable,  etc1. 

c.  Sources  of  bacteria  in  milk. 

d.  Flavors  in  milk. 

e.  Souring  of  milk. 

f.  Causes  of  bad  milk. 

(1)  Off  flavors. 

(2)  Colored. 

(3)  Stringiness,  etc. 

(4)  Pathogenic  bacteria  in  milk. 

g.  Favorable  bacteria. 

h.     Development  of  lactic  acid, 
i.      Lactic  acid  test. 

6.  Keeping  milk  and  cream. 

a.  Temperature. 

b.  Cleanliness. 

c.  Utensils. 

d.  Buildings. 

e.  Health  of  animals. 

f.  Pasteurization. 

V.     Separating  milk. 

a.  Kinds  01  separators. 

b.  Principles  of  separation. 

c.  Regulating  thickness  of  cream. 

d.  Care  of  separator. 

e.  Value  of  separator. 

8.     Testing  for  milk  solids. 

a.  Use  of  Quevennes  lactometer. 

b.  Principle  of  test— Sp.  Gr. 


60 


c.  MetLod  of  making  test. 

d.  Imoience  of  temperature. 

e.  Calculation  of  solids. 

f.  Use  01  formulas. 

9.     Making  of  butter. 

a.  Methoas  of  keeping  cream. 

b.  Cream  ripening. 

(1)  .temperatures. 

(2)  Butter  cultures. 
(u)     'lime,  etc. 

•c.     churning. 

(1)  Care  of  churn. 

(2)  Temperature  of  cream. 

(5)  Use  of  butter  coior. 
(i)  Method  of  churning, 
(b)  Size  of  butter  granules. 

(6)  Length  of  time  required. 

(7)  Salting. 

(a)  Metnod. 

(b)  Amount  of  sail. 

(8)  Working. 

(d)  Packing  and  packages. 

(,-0)  Storing. 

(lx)  Testing  butter  for  'moisture. 

(12)  Scoring  and  judging  butter. 

X!.     The   improvement  of  the  dairy  herd. 

1.  Possibilities  of  improvement. 

2.  Management;. 

a.  Business  methods. 

b.  Keeping  records. 

c.  Marketing  the  produce. 

3.  Buildings. 

a.     Barn  plans. 

(1)  Sanitation. 

(2)  Convenience. 

(3)  Cheapness. 

(4)  Comfort,  etc. 

4.  Feed  and  care. 

a.  Feed. 

b.  Regularity. 

c.  Comfort,  covered  in  feeding. 

5.  Testing. 

a.  As  basis  of  selection. 

b.  value  of  weighing  and  testing. 

c.  Reasons  for  weighing  and  testing. 

d.  Methods  of  testing  herds. 

e.  Results  obtained. 

f.  Possible  results. 

g.  Cow  testing  associations. 

G.    Grading  as  a  step  toward  improvement. 

a.  Definition. 

b.  Value  of  grading. 
C.     Methods. 

d.  Results  secured. 

e.  \alue  of  good  poire  bred  sire. 

f.  Extent  to  which  grading  should  be  used. 

g.  The  future  of  the  dairy  industry. 

61 


OUTLINE  XVIII:     THE  HORSE. 
By  L.  H.  Thuerwachter,  Instructor  in  Agriculture,  Kasson  High  School. 

A.  The  Prehistoric  Horse:  J 

1.  Di&covery. 

2.  Evolution  of  the  horse. 

3.  Connecting  link  between  the  prehistoric  horse  and  the  horse  of 

modern  times. 

B.  The  Arab  Horse: 

1.  Influence  of  the  Arab  horse  upon  the  improvement  of  the  present 

day  breeds. 

2.  Origin  of  the  pure  Arabian. 

3.  Noted  families  of  Arabian  horses. 

4.  History  of  the  Arabian  horse  in  America. 

5.  Characteristics  of  the  Arab  horse. 

6.  Value   of    cross    breeding.      Outlines   for    the   study    of   various 

breeds  and  classes  of  horses. 

C.  Name  of  Breed: 

1.  Origin  and  home. 

2.  Improvement. 

3.  Characteristics. 

4.  Criticisms. 

5.  Introduction  to  the  U.  S. 

6.  Noted  families. 

7.  Associations. 

D.  Anatomy  of  the  Horse: 

1.  .Diseases  01  the  limbs. 

2.  Detection  of  unsoundness. 

E.  Judging  cf  Breeds: 

1.  Draft  horse. 

a.  The  mare. 

b.  The  stahion. 

c.  The  gelding. 

2.  Roadster  type. 

a.  Tne  mare. 

b.  The  Stallion. 

c.  The  geiding. 

F.  Feeds  for  the  Horse: 

1.     Range  of  feeding  stuffs. 

a.  Food  for  the  mare. 

b.  Food  for  the  stahion. 

c.  Food  for  the  gelding. 

d.  Food  for  the  foal  before  weaning. 

e.  Food  for  the  colt  after  weaning. 

G.  Caring  for  and  Managing  of  Horses: 

1.  Care  of  the  mare  before  foaling. 

a.     Care  of  the  mare  after  foaling. 

2.  uare  of  the  colt. 

a.  Training  the  colt. 

b.  Training  for  work. 

3.  bare  of  the  stallion. 

a.     During  the  breeding  season. 

62 


b.     After  the  breeding  season. 
F  and  G  of  the?  outline  are  to  be  taken  up  at  the  same  time. 

MATERIAL  AND   APPARATUS. 

One  College  Bench  Lantern $35.50 

Lantern  slides  showing  the  food  values  of  different  feeds  for  horses. 

Lantern  slides,  showing  joints  to  be  observed  in  judging  horses,  and  show- 
ing the  anatomy  of  ihe  norse. 

Lantern  slides  showing  the  food  valu'es  01  different  feeds  for  horses. 

Where  a  lantern  is  not  available,  charts  must  be  used,  together  with  the 

animal  or  breed  under  consideration. 

REFERENCES. 

Aikman — 'Manures  and  Manuring;  Judd $3.00 

Davenport — Domesticated  Animals  and  Plants;   Ginn .$1.25 

*Diedrich— Swine;  Breeders  Gazette $1.50 

Farrington  &  Woll — Testing  Milk  and  Its  Products;   Mendota  Pub.  Co., 

Madison,  Wis $1.00 

Johnstone — Horse  Book ;  zanders  Pub.  Co $2.00 

Kenyon — Judging  Livestock $1.50 

*Michels — Dairy  Farming   $1.00 

Plumb — Types  and  Breeds  of  Farm  Animals;  Ginn $2.00 

Reynolds— Veterinary  Studies;  M.  H.  Reynolds,  St.  Paul $2.00 

Roberts — 1  ne  Horse ;  Ma-cmlllan  $1.25 

*Shepherd  Boy,  Pseud — Modern  Sheep  Breeds  $1.50 

U.   S.    Bureau   of   Animal    Industry — Diseases   of   the   Horse    (Supt.    of 

Documents). 

* Warrington— Chemistry  of  the  Farm $1.50 

Wilcox — Farm  Animals;    Doubleday $2.00 

*These   may   be   obtained    of   the   Extension    Department,    Purdue    Uni- 
versity, Lafayette,  Indiana. 

PAMPHILETS. 

Illinois — 'Experiment  Station  (Circular  150). 

Purdue  University — (Circular  29). 

Wisconsin — experiment  Station  Circulars  13,  17). 


63 


DRAFT   HORSES,  SCORE  CARD. 
University  of  Minnesota — Division  of  Agriculture. 


SCALE  OF  POINTS— FOR  GELDING 


Perfect 
Score 


1.  AGE : 

GENERAL  APPEARANCE: 

2.  HEIGHT 

3.  WEIGHT,  over  1,500  Ibs score  according  to  age 

4.  FORM,  broad,  massive,  proportioned 

5.  QUALITY,  bone,  clean,  fine,  yet  indicating  sufficient  substance;  tendons  lean;  skin 

and  hair  fine 

6.  TEMPERAMENT,  energetic,  good  disposition 

HEAD  AND  NECK: 

7.  HEAD,  lean,  medium  size 

8.  MUZZLE,  fine,  nostrils  large,  lips  thin,  even 

9.  EYES,  full,  bright,  clear,  large 

10.  FOREHEAD,  broad,  full 

11.  EARS,  medium  size,  well  carried 

12.  NECK,  muscled,  crest  high,  throat  latch  fine,  wind  pipe  large 

FORE QUARTERS: 

13.  SHOULDERS,  moderately  sloping,  smooth,  snug 

14.  ARM,  short,  thrown  forward 

15.  FOREARM,  heavily  muscled,  long  wide 

16.  KNEES,  wide,  clean  cut,  straight,  deep,  strongly  supported 

17.  CANNONS,  short,  wida,  tendons  large,  set  back 

18.  FETLOCKS,  wide,  straight,  strong 

19.  PASTERN,  sloping,  lengthy,  strong 

20.  FEET,  large,  even  size,  straight;  horn,  dense;  sole,  concave;  bars,  strong;  f;og,  large, 

elastic;  heels,  wide,  high  and  even 

21.  LEGS,  viewed  in  front,  a  perpendicular  line  from  the  point  of  the  shoulder  should  fall 

upon  the  center  of  the  knee,  cannon,  pastern  and  foot.  From  the  side  a  perpen- 
dicular line  dropping  from  the  center  of  the  elbow  joint  should  fall  upon  the] 

center  of  the  knee  and  pastern  joints  and  back  of  hoof 

BODY: 

22.  CHEST,  deep,  wide,  low,  large  girth 

23.  RIBS,  long,  sprung,  close 

24.  BACK,   straight,  short,  broad 

25.  LOIN,  wide,  short,  thick,  straight 

26.  UNDERLINE,  flank  low 

HINDQUARTERS: 

27.  HIPS,  smooth,  wide 

28.  CROUP,  long,  wide,  muscular 

29.  TAIL,  attached  high,  well  carried 

30.  THIGHS,  muscular 

31.  QUARTERS,  deep,  heavily  muscled 

32.  GASKINS  OR  LOWER  THIGHS,  wide,  muscled 

33.  HOCKS,  clean  cut,  wide,  straight 

34.  CANNONS,  short,  wide,  sinews  large,  set  back 

35.  FETLOCKS,  wide,  straight,  strong 

36.  PASTERNS,  sloping,  strong,  lengthy 

37.  FEET,  large,  even  size,  straight;  horn,  dense,  dark  color;  sole,  concave;  bars,  strong; 

frog,  large,  elastic;  heel,  wide,  high,  one-half  length  of  toe 

38.  LEGS,  viewed  from  behind,  a  perpendicular  line  from  the  point  of  the  buttock  should 

fall  upon  the  center  of  the  hock,  cannon,  pastern  and  foot.  From  the  side,  a 
perpendicular  line  from  the  hip  joint  should  fall  upon  the  center  of  the  foot  and 
divide  the  gaskin  in  the  middle;  and  a  perpendicular  line  from  the  point  of  the 

buttock  should  run  parallel  with  the  line  of  the  cannon 

ACTION: 

39.  WALK,  smooth,  quick,  long,  balanced 

40.  TROT,  rapid,  free,  straight,  regular 

Total... 


100 


64 


OUTLINE  XIX:      DAIRY.     TWO  SEMESTERS. 
By  Charles   Nelson,   Instructor  in  Agriculture,   Litchfield    High  School. 

A.  Animal  Husbandry.     (12  weeks.) 

DAIRY   STOCK. 

a.  Dairy   stock   vs.   beef.     Natural   adaptation,    utility,   function 

and  conformation  of  each  type. 

b.  Special  dairy  breeds  with  their  characteristics. 

1.  Guernsey  breed. 

(a)  Origin,  history  and  development. 

(b)  Utilty,  constitution  and  adaptation. 

(c)  Economy  of  production. 

(d)  Color,  flavor  and  quality  of  production. 

(e)  Size,  temperament  of  cow. 

(f)  Distribution. 

2.  Holstein  breed. 

(a)  Origin,  history  and  development. 

(b)  Utility,  constitution  and  adaptation, 

(c)  Large  producer,  large  consumer. 

(d)  By-products  of  dairy. 

(e)  Size  and  temperament  of  cow. 

(f)  Distribution. 

3.  Jersey  breed. 

(a)-    Origin,  history  and  development. 

(b)  Utility,   constitution  and  adaptation. 

(c)  Economy  of  production. 

(d)  Quality  of  product. 

(e)  Size  and  temperament  of  cow. 

(f)  Distribution. 

4.  Ayrshire  breed. 

5.  Dutch  belted. 

6.  Brown  bwiss. 

7.  So-caJed  dual  purpose  breeds. 

^a)     Devons. 

(b)  Shorthorns. 

(c)  Red  polled. 

4,  5,  6  and  7  should  b€  briefly  studied  for  general  Information.  Standard 
score  cards  to  be  used  with  important  breeds  in  placing  animal.  Herds 
should  be  used  in  judging  whenever  possible. 

B.  Selections  and  Development  of  Individuals.     (6  weeks.) 

1.  Reasons  why  milk  should  be  weighed  and  results  computed 

in  pounds  of  milk  and  butter  fat. 

a.  To  know  the  production  of  cow. 

b.  To  know   whether   profit  or   loss   to  owner   results   in 

facilitating  selection. 

c.  To  enable  to  feed  intelligently. 

2.  Use  of  Babcock  test. 

a.     Iheory  of  its  use,  to  practice. 

3.  Selection  by  conformation  and  type. 

4.  By-products  of  the  dairy. 

a.     Skim  milk. 


(  Dairy 

I  Grad€  1  Markc 

b.     Calves.      <] 

I  Registered  /  Dairy 

Block 


c.    Manure. 

65 


C.  Management  of  Dairy.     (6  weeks.) 

1.  Daily  care. 

a.  Regularity   and   system,   in   feeding,   watering,   bedding, 

milking. 

b.  Cleanliness. 

(a)  Milk    utensils,    paLs,    separator,    strainers    and 

cans  to  be  scalded  and  sun  dried  daily. 

(b)  Barn.     Walls,  ceiling  and  stalls  disinfected  and 

whitewashed  at  least  once  a  year.     Ventila- 
tion and  sunlight. 

(c)  Milking  with  -clean,  dry  hands.     Bedding  freely, 

wiping  uader  witii  damp  cloth  before  milking. 

2.  Summer  pasture  and  care. 

a.  Water. 

b.  Flies — shelter. 

c.  Grass  or  soiling. 

3.  General  requirements. 

a.  Rotation  of  dairy  farm. 

b.  Alfalfa,  clover,  corn. 

c.  Silos  and  ensilage. 

d.  Adaptation  of  dairy  to  butter,  cheese  or  whole  milk  sup- 

ply of  cities. 

e.  Barn,  milkhouse. 

D.  Nutrition  (12  weeks): 

a.  Work  in  plant  physiology  and  the  chemical  composition 

of  plants  up  to  the  subject  of  nutrition  of  domestic 
animals. 

b.  The   physiology,   composition  and  requirements  of  the 

system  of  animals  for  body  maintenance,  heat,  energy 
exercise. 

c.  The  requirements  of  the  animals  for  the  production  of 

dairy  products;   milk,  fat,  casein,  milk  sugar,  water. 

d.  Nutritive  ratio.     Balanced  rations. 

e.  Other  factors  influencing  production. 

(1)  Disease. 

(2)  Constitution  and  environments. 

(3)  'Condition  of  food. 

(a)  Stage  of  preservation. 

(b)  Digestibility. 

(c)  Palatability. 

(d)  Succulence. 

Note — During  the  course  outlined,  the  instructor  should  visit  farms  of  class 
members  with  class.  Study,  ventilation,  lighting  and  arrangement  of  barns.  Judge 
stock,  weigh  and  sample  milk,  weigh  and  record  feed  and  roughage  fed.  Provide 
rations  >based  on  actual  facts. 


66 


BUTTER  SCORE  CARD. 
University  of  Minnesota — Division  of  Agriculture. 


SCORE 

SCALE 

NUMBER  OF  SAMPLE 

Flavor  
Grain   

45 
30 
15 

10 

Color  
Salt  

Total  

100 

1900.         Scored  by 

.191. .     Scored  by, 


OUTLINE  XX:      BEEF  CATTLE  AND   PRODUCTS. 
By  C.  L.  McNelly,  Instructor  in  Agriculture,  Willmar  High  School. 

Cattle: 

1.  Early  history. 

a.  Origin. 

b.  Domestication. 

c.  Methods  of  improvement. 

2.  Types. 

a.  Relation  of  form  to  function. 

b.  Dairy  type. 

c.  Beef  type. 

Beef  Cattle: 

1.  Ideal  type. 

a.  Form. 

b.  Quality. 

ic.     Constitution. 

d.  Condition. 

2.  Breeds  to  be  studied. 

a.     Shorthorn, 
b.     Hereford. 

c.  Aberdeen  Angus. 

Each  breed  studied  with  respect  to — 

(a)  Origin  and  history. 

(b)  Leading  characteristics. 

(1)  Size. 

(2)  Color. 

(3)  Form. 

(4)  Milking  quality. 

(5)  Feeding  quality. 


67 


(6)  Meat-producing  quality. 

(7)  Chief  defects,  etc. 

(c)  Leading  individuals  and  families. 

(d)  Show-ring  winners. 

(e)  Popularity, 
(t)      Adaptability, 
(g)     Distribution. 

(1)  In  Minnesota. 

(2)  In  United  States, 
(h)     Leading  breeders. 

(1)  In  Minnesota. 

(2)  In  United  States. 

3.  Use  of 'score  card  and  judging. 

a.  Breeding  stock. 

b.  Feeders. 

c.  Butchers'  or  fat  stock. 

Note — A  good  type  animal  is  scored  before  any  comparison  judging  is 
done.  A  representative  herd  -of  each  breed  in  the  community  is  visited  and 
several  rings  are  judged.  A  tmnoh  of  feeders  is  judged  in  the  fall;  same 
ring  judged  when  finished  in  spring. 

4.  Beef  products. 

a.  Percentage  of  dressed  -carcass  to  live  weight. 

b.  The  valuable  cuts. 

c.  Percentage  of  valuable  cuts  to  live  weight. 

d.  Percentage  of  valuable  cuts  to  dressed  carcass. 

e.  Market  value  of  different  cuts. 

f.  Disposal  of  waste  or  offal. 

(a)  On  farm. 

(b)  In  packing  houses. 

g.  Packing-house  by-products. 

(a)  .Different  meat  products. 

(b)  xlair. 

(c)  Soap. 

(d)  lankage. 

(e)  Blood  meal. 

(f)  Bone  meal. 

(g)  Fertilizers, 
(h)  Glue. 

(i)      Olin  for  butterine  manufacture,  etc. 

Meat-cutting  demonstration  concluded  by  Prof.  W.  H.  Tomhave,  Exten- 
sion Division. 


BEEF  CATTLE  SCORE  CARD. 
University  of  Minnesota — Division  of  Agriculture. 


SCALE  OF  POINTS 


Perfect 
Score 


Students  Correcte 


Score 


Score 


GENERAL  APPEARANCE: 

1.  WEIGHT,  s.'ore  according  to  age 

2.  FORM,   straight,   topline  and   underline;   deep,   broad,   low  set 

stylish 

3.  QUALITY,  hair  fine;  skin  pliable;  bone  dense,  flesh  firm,  even 

and  deep,  especially  in  regions  of  valuable  cuts 

4.  CONDITION,  good  health;  vigorous;  fat  abundant,  evenly  dis- 

tributed   

HEAD  AND  NECK: 

5.  MUZZLE,  broad;  mouth,  large;  jaw,  wide;  nostrils,  large 

6.  EYES,  large,  clear,  placid 

7.  FACE,  short,  quiet  expression 

8.  FOREHEAD,  broad,  full 

9.  EARS,  medium  size,  fine  texture 

10.  HORNS,  fine  texture,  oval,  medium  size 

11.  NECK,  thick,  short;  throat,  clean • 

FOREQUARTERS: 

12.  SHOULDER  VEIN,  full 

13.  SHOULDER,  covered  with  flesh,  compact  on  top,  smooth 

14.  BRISKET,  advanced;  breast  wide 

15.  DEWLAP,  skin  not  too  loose  and  drooping 

16.  LEGS,  straight,  short;  arm,  full;  shank,  fine,  smooth 

BODY: 

17.  CHEST,  full,  deep,  wide;  girth,  large;  crops  full 

18.  RIBS,  long,  arched,  thickly  fleshed 

19.  BACK,  broad,  straight,  smooth,  even 

20.  LOIN,  thick,  broad 

21.  FLANK,  full,  even    with  undarline 

HINDQUARTERS: 

22.  HIPS,  smoothly  covered;  distance  apart  in  proportion  with  other 

parts 

23.  RUMP,  long,  wide,  even,  tail  head  smoth,  not  patchy 

24.  PIN  BONES,  not  prominent;  far  apart 

25.  THIGHS,  full,  deep  wide 

26.  TWIST,  deep,  plump 

27.  PURSE,  full,  indicating  fleshiness 

28.  LEGS,  straight,  short;  shank,  fine,  smooth 

Total.. 


100 


Estimated  live  weight 

Estimated  per  cent  dressed  weight. 


Student's  scoring  of 

Shop  No 

Name..  Date 


OUTLINE  XXI:      SWINE. 
By   H.  C.  Woodworth,   Instructor   in   Agriculture,  Wells   High   School. 

A.  Swine  are  profitable  in  Minnesota. 

1.  Good  market  for  corn  and  other  products. 

2.  Cheaper  to  haul  hogs  to  market  than  equivalent  amount  of  feed. 

3.  Fertility  is  left  on  the  farm. 

B.  Study  the  breeds  before  starting, 

1.     A   knowledge   of    the   history    and    the    characteristics   of   the 
breeds  is  important  in  order: 

a.  To  know  what  breed  we  need  for  our  special  use. 

b.  To  avoid  reversion  to  former  types. 


69 


2.  History. 

a.  Berkshire. 

(1)  Originated  in  Berkshire,  England. 

(2)  Foundation  stock:    Old  English,  Neapolitan,  Siam- 

ese and  Chinese  breeds.    Often  reverts  to  Nea1 
politan  type — a  small  blue  hog. 

b.  Chester  Whites. 

(1)  Chester  county,  Pennsylvania. 

(2)  Foundation    stock:       Old    English,     China    and 

white  hog  of  Pennsylvania. 

(3)  Todd's  Improved  and  Ohio  Improved  are  strains 

of  the  'Same  breeds. 

c.  Duroc-Jersey. 

U)     New  England. 

(2)  Native  red  hogs  of  various  origins,  two  breeds, 
Jersey  Reds  and  Durocs.  These  join — Duroc- 
Jersey. 

d.  Poland  China. 

(1)     Ohio  Valley. 

v.2)  A  mixture  of  native  hogs  whi-ch  were  descend- 
ants from  any  breeds:  Poland  hog,  Russian, 
Byfie,  China,  Irish  and  Berkshire. 

e.  Hampshire. 

f.  Cheshire, 
g.     Tamworth. 
h.     Essex. 

i.     Yorkshire. 

3.  Characteristics — 'Comparative.      (Use    score    cards    in    scoring 

animals  and  supplement  this  with  pictures  of  the  differ- 
ent types.) 

a.  Berkshire. 

(1)  Size,  medium. 

(2)  Color,  black  with  white  points. 

(3)  Maturity,  early. 

(4)  Prolificacy,  fair. 
(.5)  Quality,  excellent. 

(6)  Upright  ears;  straight,  deep  sides;  oval,  well- 
filled  hams;  dished  face. 

b.  Chester  White. 

1 1 )     Size,  heavy. 

(2)  Color,  white. 

(3)  Maturity,  later  than  most  breeds. 

(4)  Prolificacy,  excellent. 

(5)  Quality,  excellent. 

c.  Duroo  Jersey. 

(1)  Size,  variable. 

(2)  Color,  red. 

(3)  Maturity,  early. 

(4)  Prolificacy,  good. 

(5)  Quality,  good, 
•d.     Poland-China. 

(1)  Size,  medium. 

(2)  Color,  black  with  white  points. 

(3)  Maturity,  very  early. 

(4)  Prolificacy,  poor. 

(5)  Quality,  fine, 
e.     Hampshire. 

f.     Cheshire. 

g.  Essex. 

70 


h.     Tamworth. 
i.     Yorkshire. 

C.  Select  a  breed  and  stay  by  it. 

1.  Raise  the  kind  your  market  wants. 

a.  Type,  fat  or  bacon  type. 

b.  Size,  finish,  etc. 

2.  Better  markets  if  whole  community  raise  same  kind.    Uniform 

size,  type  and  color  top  the  market. 

3.  Raise  the  kind  you  personally  like. 

a.     You  will  take  more  interest. 
D.     They  will  pay  you  better. 

4.  Raise  the  kind  that  a  study  of  the  various  breeds  indicates  best 

for  your  purpose. 

5.  "Stick"  by  the  breed  you  choose. 

D.  Selecting  for  the  herd. 

1.    Examine  each  point  separately,  practice  by  means  of  the  score 
card. 

E.  Breeding. 

1.  Grade  herd  safer  for  beginner. 

2.  Pure-bred  sire  important. 

3.  Grade  up   to  pure-bred  stock,  selecting  best  individuals  each 

year  for  sows,  observing  the  size  of  litters,  etc. 

4.  Time  to  breed;  early  pigs  gain  faster,  but  must  be  protected. 

Gestation  period,  114-118  days. 

Fr     Feeding  the  herd  and  pigs. 

1.  Winter,  a  ration  rich  in  protein  for  sows. 

a.  To  maintain  them. 

b.  To  provide  for  the  growing  embryos. 

2.  Farrowing  time,  feed  same  as  before. 

a.  Heavy  feeding  before  farrowing  results    in   caked 

udders,  etc. 

b.  Heavy   feeding   before   produces   more    milk   than 

small  pigs  can  use. 

3.  Gradually  increase  feed  as  the  pigs  grow  and  require  more  milk. 

4.  Pigs  eating  at  four  weeks. 

5.  Sows  and  litters  feed  together. 

a.  Pasture   (clover  or  some  other  legume  crop)  affords  ex- 

ercise and  succulent  feed. 

b.  Feed  grain  in  accordance  with  weights  of  sow  and  pigs. 

6.  vVeaning  time. 

a.  Take  away  the  milk-producing  feed  gradually. 

b.  Take  away  all  pigs  at  once. 

c.  Feed  pigs  liberally,  but  reduce  the  feed  of  sows  to  dry 

them. 

7.  Feeding  pigs. 

a.    A  ration  rich  in  protein. 

(1)     Legume  pasture,  skim-milk,  mill  products,  tank- 
age, some  corn. 

8.  Fattening  pigs. 

a.    A  ration  rich  in  carbohydrates. 

(1)     Corn,    supplemented    with   skim-milk,    rape,    pas- 
ture, tankage. 

71 


G. 


b.  Hogging-off  corn  is  profitable. 

(1)  Jiixercise  in  field  produces  rapid  and  more  profit- 

able gains. 

(2)  i^abor  of  husking  is  saved. 

(3)  Fields  must  be  well  fenced. 

i.4)  Pumpkins  in  corn  to  be  hogged-off  supplies  pro- 
tein and  the  seeds  are  beneficial  as  worm 
(stomach)  destroyers. 

c.  Suiphur,  lime,  salt,  cinders  and  charcoal  (can  be  made  by 

ourning  corn-cobs  in  a  pit)  should  always  be  present. 
Fresh  water  important. 

d.  Figure  rations  lor  pigs  of  different  ages. 

e.  Weigh  the  pen  of  pigs  once  a  month — once  a  week. 

(1)  To  determine  the  amount  of  feed. 

(2)  To  see  if  they  are  gaining  satisfactorily. 
Shelter. 

1.  Breeding  swine  need  protection  for  best  results. 

2.  o^arge  house  more  convenient  for  winter. 

a.  Warm. 

b.  Easily  cleaned. 

c.  Easy  to  feed  and  water. 

d.  Direct  rays  of  the  sun  should  fall  on  floor. 

e.  See  plan  on  page  248,  Diedrich's  "Swine." 


H. 


3. 

Health. 
1. 


Individual  hoghouses  very  serviceable;    can  be  moved  in  the 
spring  and  summer. 

Prevention  better  than  cure. 

a.  Balanced  rations  enable  pigs  to  resist  disease. 

b.  Clean  houses  and  yards;   whitewash,  disinfectants. 

c.  Exercise  and  fresh  water. 

d.  Sanitary  mud  wallow. 
Tuberculosis. 

a.     About  3  per  cent  of  hogs  infected, 
b. 


Infected  cattle 


Sources:     Skim-milk  a  probable  source, 
are  eaten. 

c.  Young  pigs  more  subject  to  disease. 

d.  No  cure;  slaughter. 
Hog  cholera. 

a.  Some  states  lose  $1,000,000  annually. 

b.  Bacterial  disease. 

Is  carried  by  means  of  dogs,  cats,  rats,  wagons,  wind  and 

men,  etc.,  etc. 
Prevention:     If  hog  cholera  threaten,  allow  nothing  to 

come   on   the   place;    shoot   dogs,   birds,   etc.      (See   1 

above.) 

Prevention,  better  than  cure. 
Vaccination  is  successtul;  good  insurance. 


c. 


4.  Lice. 

a.  Mud  wallow,  spraying,  dipping — crude  oil. 

b.  Rubbing  post.     See  page  287,  Diedrich's  "Swine." 

5.  'Worms. 

a.  Prevention  better  than  cure.     (See  1  above.) 

b.  Pumpkins,   salt,  cinders,   charcoal,  sulphur,  wood  ashes, 

etc.,  aid  in  prevention. 

6.  bcours. 

a.     Prevention  better  than  cure.     (See  1  above.) 

7.  kickets. 

I.     Have  each  student  figure  out  a  problem.     A  plan  for  raising  swine. 

Have  each  student  design  a  hoghouse,  and  plan  pastures  for  the  same. 
J.     Study  market  classes  and  grades  of  swine. 

Study  census  reports.     Study  hog  carcasses. 


72 


REFERENCES. 

Bailey — Cyclopedia  of  Agriculture,  v.  3,  Farm  Animals,  Macmillan. . . .  $5.00 

Coburn — Swine,  Judd  2.50 

Diedrich — Swine,  Breeders'  Gazette  1.50 

Henry — Feeds  and  Feeding,  W.  A.  Henry,  Madison,  Wis 2.00 

Plumb — Types  and  Breeds  of  Farm  Animals,  Ginn 2.00 

PAMPHLETS. 

United  fctates  Department  of  Agriculture — Hog  cholera  and  swine  plague, 
Farmers'  Bulletin  24;  forage  crops  for  hogs,  Farmers'  Bulletins  33,  56,  84, 
97,  124,  305,  331;  tankage  and  bone  meal  for  hogs,  Farmers'  Bulletins  169, 
296,  315;  profitable  crops  for  pigs,  Farmers'  Bulletin  133;  feeding,  Farmers' 
Bulletins  22,  92,  97,  133,  144,  210,  251,  305;  successful  hog  and  seed  corn 
farm,  Farmers'  Bulletin  272;  hog  cots,  Farmers'  Bulletins  273,  296,  377;  hog 
cholera,  Farmers'  Bulletin  379;  hogging  oft  corn. 

Illinois  iUxperhnent  Station — Market  classes  and  grades  of  swine,  Bul- 
letin 97;  swine  industry  from  market  standpoint,  Circular  83;  food  require- 
ments of  growing  and  fattening  swine,  Circular  126;  feeding  the  pig,  Cir- 
cular 133;  additional  facts,  Circular  152. 

Minnesota  School  of  Agriculture,  Extension  Division — Bulletin  7. 

FAT  HOGS  SCORE  CARD. 

University  of  Minnesota — Division  of  Agriculture. 
Student's  Score  Card   No.  9. 


SCALE  OF  POINTS— FOR  BARROWS 


GENERAL  APPEARANCE: 

1 .   WEIGHT,  score  according  to  age 

T.   FORM,  deep,  broad,  low,  long,  symmetrical,  compact,  standing  squarely  on  legs..  .  . 

3.  QUALITY,  hair,  silky  skin;  mellow;  bone,    fine;   mellow   covering  of   flesh  free  from 

lumps  and  wrinkles 

4.  CONDITION,  dee*),  even  covering  of  flesh,  especially  in  regions  of  valuable  cuts.  .  . 
HEAD  AND  NECK: 

5.  SNOUT,  medium  length,  not  coarse 

6.  EYES,  full,  mild,  bright.  .  . 

7.  FACE,  short,  cheeks  full 

8.  EARS,  fine,  medium  size,  soft 

9.  JOWL,  strong,  neat,  broad 

10.  NECK,  thi-k,  medium  length.  .  . 
FOREQUARTERS: 

11.  SHOULDER,  broad,  deep,  full,  compact  on  top 

12.  BREAST,  advanced,  wids 

13.  LEGS,   straight,    short,   strong;   bone,   clean;    pasterns,   upright;    feet  medium  size 
BODY: 

14.  CHEST,  deep,  broad,  large  girth 

15.  SIDES,  deep,  medium  length,  full;  ribs  close  and  well  sprung 

16.  BACK,  broad,  straight,  thickly  and  evenly  fleshed 

17.  LOIN,  wide,  thick,  straight 

1*.   BELLY,  straight,  even 

HINDQUARTERS: 

19.  HIPS,  wide  apart,  smooth 

20.  RUMP,  long,  wide,  evenly  fleshed,  straight 

21.  HAM,  plump,  full,  deep,  wide,  heavily  fleshed 

22.  THIGHS,  fleshed  close  to  hocks 

23.  LEGS,  straight,  short,  strong;  bone,  clean;  pasterns,  upright;  feet,  medium  size 


Perfect 
Score 


10 


100 


OUTLINE  XXII:      POULTRY. 

By  C.   E.  Brown,  Specialist  in  Poultry,  School  of  Agriculture  and   N.  W.   Ex- 
periment Station,  Crookston,  Minn. 

A.     Statistics  (Poultry): 

1.     United  States. 

a.  Individual  states. 

b.  Local. 


73 


B.  Study  of  breeds: 

1.  Classification. 

2.  Origin  and  history. 

C.  Poultry  houses: 

1.  construction. 

2.  lx>cation. 

3.  Equipment. 

a.  Inside  fixtures. 

b.  Outside  fixtures  (fences,  gates,  etc.). 

D.  Foods  and  Feeding. 

1.  fetudy  and  classification  of  grains,  greens,  meat  foods,  grits,  etc. 

2.  Preparation  and  mixing  of  rations  for  domestic  fowls. 

a.  For  egg  production. 

b.  For  fattening. 

c.  For  growing  chickens. 

d.  For  baby  chicks. 

E.  Marketing  poultry  products. 

1.  ivilling  and  dressing. 

2.  Grading,  packing  and  shipping. 

3.  Eggs. 

a.  Grading  and  marketing. 

(1)  Market  eggs. 

(2)  Hatching  eggs. 

b.  Preserving  eggs. 

4.  i?  eathers,  care  and  marketing. 

F.  Hatching  and  rearing  chickens. 

1.  Artificially. 

a.  Incu  cation. 

b.  Brooding. 

2.  Naturally. 

a.  Incubation. 

b.  Brooding. 

G.  Diseases  and  parasites. 

a.  Control,  eradication. 

b.  Sanitation. 

EQUIPMENT. 

Modern  farm  poultry  house,  costing  $150  to  $200.  At  least  two  breeds 
of  poultry — egg  type  and  meat  type.  Several  coops  for  laboratory  work, 
judging,  etc.,  f  5  to  $10. 

REFERENCES. 

American  Standard  of  Perfection,  American  Poultry  Association $1.50 

Brigham — Progressive   Poultry  Culture,  Torch  Press,  Cedar  Rapids, 

Iowa   1.50 

Robinson  Poultry  Craft,  Farm  Poultry  Publishing  Co.,  Boston,  Mass. .       1.50 
Government  and  State  Bulletins. 

OUTLINE  XXIII:      BEES  AND  THE  PRODUCTION   OF  HONEY. 
By  M.  A.  Neudecker,  Instructor  in  Agriculture,  Jackson   High  School. 

A.     Relations  of  the  honey  bee: 

a.  Gall  flies. 

1.     Effect  on  plants. 

b.  Ichneumon  flies. 

1.     Economic  importance. 

(a)     Parasite  upon  plants. 

74 


c.  Ants. 

1.  Economic  importance. 

2.  Life  history. 

d.  \v  asps. 

1.     Life  .history. 

e.  Bumble  bee. 

1.  Life  history. 

2.  Economic  importance. 

(a)     fertilizers,  red  clover. 

B.     Honey  bee: 

1.  History  of. 

a.  Virgil  sang  of  bee. 

b.  In  what  countries  found. 

c.  Economic  importance. 

(1)     Relation  to  plants. 
(zj     Wax. 

(a)     How  produced. 

(2)     Uses. 
(3)     Honey. 

(a)  How  produced. 

(b)  Value  as  food. 

2.  'Colony. 

a.    Castes. 

(1)      v/orkers. 

(a)  Number. 

(b)  Sex. 

(c)  Duty. 

(d)  Age. 

(e)  Sting. 

(2)-    Drones. 

(a)  Number. 

(b)  Sex. 

(c)  Age. 

(d)  Stingless. 

(.3)     Queen. 

(a)  Number. 

(b)  Sex. 

(c)  Duty. 

(d)  Age. 

(e)  Rearing  of. 

(aa)     JNatural  way. 
(bb)     Artificial. 

3.  Swarming. 

a.  Time. 

b.  Reason  for. 

c.  How  controlled  and  prevented. 

4.  Wintering. 

5.  Diseases  and  enemies. 

6.  Hives. 

a.  Hollow  trees. 

b.  btraw  baskets. 


75 


c.  Box. 

d.  Glass. 

e.  Location. 

7.     General  equipment:     Veil,  smoker,  gloves,  etc. 

C.— COST   OF  EQUIPMENT. 

The  cost  of  a  colony  of  Dees  depends  upon  the  locality,  time  of  the  year, 
and  kind  of  bees,  but  about  $5  may  be  considered  a  fair  average  for  a 
colony  in  spring. 

Complete  empty  hive  $2.50 

Smoker   , 1.00 

Veil .25 

D.— REFERENCES.   . 

Root — A.  B.  C.  and  X.  X.  ^  of  Bee  Culture;  Root,  Medina,  Ohio;  price $2.00 

Gleanings  in  Bee  Culture;  Semi-Monthly $1.00 

American  Bee  Journal;   Monthly $1.00 

United  State  Department  of  Agriculture — Bee  Diseases,  Farmers  Bulle- 
tin 442;  Bees,  Farmers  Bulletin  447. 


76 


FARM  MANAGEMENT 


OUTLINE  XXIV:      FARM    MECHANICS. 

C.  S.  Cathcart,  Assistant  Instructor  In  Agriculture,  Albert  Lea  High  School. 
DRAINAGE    WORK— THIRD    YEAR,    FIRST    SEMESTER. 

A.  Leveling  Instruments  and  Methods  of  Taking  Levels  and  Keeping  Notes. 

1.  Kinds  of  instruments. 

a.  Transit. 

b.  Engineer's  Wye  level. 

c.  Architect's  Wye  level. 

d.  Drainage  level. 

2.  Taking  levels.  • 

a.  Definition  01  leveling. 

b.  A  level  line. 

c.  Datum  plane. 

d.  Elevation. 

e.  Bench  marks, 
f.  Grade. 

g.     Hub. 
h.     Cut. 
i.     Grade  line. 

B.  Soil  in  Relation  to  Drainage. 

1.  Origin  of  the  soil. 

a.  Sedentary. 

b.  Transported. 

c.  Alluvial. 

2.  Affect  of  organic  matter  in  the  soil. 

3.  Drainage  properties  of  soils  and  subsoils. 

4.  Water  of  the  soil  and  their  sources. 

a.  Hydrostatic. 

b.  Capillary. 

c.  xxydroscopic. 

C.  Classification  of  Land   Drainage. 

1.  Agricultural. 

2.  Road. 

3.  banitary. 

D.  Methods  of  Drainage. 

1.  Underground. 

a.  Tile. 

(1)  Convenient. 

(2)  Expensive. 
('6)     Effective. 

(4)     Small  capacity. 

2.  Surface. 

b.  Open  dltcnes. 

(1)  Lack  of  convenience. 

(2)  Large  capacity. 

(3)  Less  expensive  to  install. 

(4)  Not  efficient. 

(5)  Large  cost  to  keep  it  up. 

77 


E.  System  of  Locating  Tile  Drains. 

1.  Natural  system. 

2.  Grouping  system. 

3.  Gridiron  system. 

4.  Double  main  system. 

5.  Single  line  system. 

F.  Principles  to  be  Used  in  Locating  Drains. 

1.  IWains  in  .natural  drainage  lines. 

2.  Direction  of  lateral  with  siope. 

3.  ^_/oid  short  lateral. 

G.  Topography. 

1.  Preliminary  survey. 

a.     Necessity  for  preliminary  survey. 

2.  Method  of  laying  out  system. 

a.  Boundary  line  as  a  base  line. 

b.  Water  course  as  a  base  line. 

c.  Central  line  as  a  base  line. 

3.  Contour. 

4.  Maps. 

5.  Figuring  grades. 

6.  Pfequency  of  drains. 

H.     Study  of  General  Lines. 

1.  Establishing  drains. 

a.  Co-operative. 

b.  Judicial. 

c.  Township  authorities. 

2.  Contracting. 

3.  Inspection. 

I.     Flow  of  Water  Through  Pipes. 

1.     Size  of  tile  necessary. 

J.     Special  Drainage. 

1.  Orchards. 

2.  Barnyards. 

a.    iStorm  water. 

3.  Springs  or  spouty  places  in  the  field. 

EQUIPMENT. 

1  Architect's  or  engineer's  Wye  level,  cost  $50  to $150.00 

1  Drainage  level   25.00 

1  Architect's  extension  rod  9.00 

1  Pocket  drainage  rod    -. 4.00 

1  100ft.  steel  tape    4.00 

FARM  MACHINERY— THIRD  YEAR,   SECOND   SEMESTER. 

A.     General   Definitions  and  Mechanical   Principles. 

1.  Mechanics. 

2.  Force. 

3.  \v  ork. 

4.  Power. 

5.  Machine. 

a.     Efficiency  of  machine. 

6.  Law  of  mechanics. 

7.  Simple  machines. 

8.  Dynamometers. 

a.  Absorption. 

b.  Transmission. 

78 


B.  Transmission  of  Power. 

1.  Belting. 

a.     Leather. 
>b.     Rubber. 

c.  Canvas. 

d.  Chain. 

2.  Gearing. 

3.  Hope. 

4.  Cable. 

C.  Materials  and  Their  Strength. 

1.  Materials  for  farm  machines. 

2.  Material  for  farm  buildings. 

D.  Objects  of  Tillage. 

E.  Tillage  Machinery. 

1.  Plow  construction. 

2.  Classes  of  plows. 

a.  General  purpose. 

b.  Stubble. 
'C.     Sod. 

3.  flows. 

a.  Walking. 

b.  Sulky  and  gang. 

(1)  Frame. 

(2)  Frameless. 
(.3)     Frame  hitch. 
(4)     Beam  hitch. 

c.  Special  plows. 

U)     Chilled. 

(2)  Hillside. 

(3)  Disk. 

F.  Harrows. 

1.  Smoothing  harrows. 

2.  Spring  tooth. 

3.  curved  knife  tooth. 

4.  Disc  harrows. 

a.  Full  disk. 

b.  Cutaway. 

c.  Spading. 

d.  Orchard. 

5.  Roller. 

6.  Flankers. 

G.  Cultivators. 

1.  Walking. 

a.  Tongue. 

b.  Tongueless. 

2.  Riding. 

a.  Single  row. 

b.  Double  row. 

3.  Combined. 

4.  'lypes  of  cultivators. 

a.  Shovel. 

b.  Disk. 

•c.     Surface. 

H.     Seeding  Machinery. 
1.     beeders. 


79 


a.  Endgate. 

b.  Broadcast. 
2.     Drills. 

(1)  Single  disk. 

(2)  Double  disk. 

(3)  Hoe. 

(4)  Shoe. 

I.     Corn  Planters. 

1.  Whole  hill  drop. 

2.  Cumulative  drop. 

a.  Round  hole. 

b.  Edge  selection. 

3.  Plate  movement. 

a.  Intermittent. 

b.  Continuous. 

4.  Furrow  openers. 

a.  Curved  runner. 

b.  Stub  runner, 
.c.     Single  disk, 
d.    Double  disk. 

5.  Wheels. 

a.  Concave. 

b.  Open. 
•C.     Double. 

d.    Flat  wheel. 
6."    Listers. 

a.  Single  row. 

b.  Double  row. 

J.     Harvesting  Machinery. 

1.  Grain  binders. 

2.  Corn  binders. 

K.     Binder  Adjustments. 

1.  Knotter. 

2.  i^nife. 

3.  ^ension. 

L.     Haying  Machinery. 

1.  Mowers. 

2.  Rakes. 

a.  Dump. 

b.  Side  delivery. 

3.  Loaders. 

a.  Rake. 

b.  Endless  apron. 

4.  Stackers. 

5.  feweep  rakes. 

M.     Manure  Spreaders. 

1.  Endless  apron. 

2.  Return  apron. 

3.  Vvorm  feed. 

4.  Ratchet  feed. 

N.     Ensilage  Cutters  . 
1.     x^nives. 

a.     Radial, 
'b.     Spiral. 

c.  Square  cut. 


80 


2.     Fillers. 

a.  Blowers. 

b.  Carriers. 

O.     Feed  M'ills. 

1.  bweep  mills. 

a.  Straighc  drive. 

b.  Geared. 

c.  Combination. 

2.  .Power  mills. 

3.  Buhrs. 

a.  Duplex. 

b.  Disk. 

c.  Cone. 

d.  Cylinder 

P.     Wagons  and  Buggies. 

Materials  to  be  used  in  construction. 

Q.     Pumping   Machinery. 

1.  j.  iston  pumps. 

2.  Bucket  pumps. 

a.  *orce. 

1.  Double  acting. 

2.  Single  acting. 

3.  One,  two  and  tnree-way  pumps. 

b.  Cylinders. 

1.  Iron. 

2.  Brass  lined. 

3.  Solid  brass. 

c.  Valves. 

1.  Ball. 

2.  Poppet. 

3.  Power  pumps. 

a.  Rotary. 

b.  Centrifugal. 

FARM  MOTORS. 

A.  Wind  Miills. 

1.  Mills  for  pumping. 

2.  Mills  for  power. 

B.  Heat  Engines. 

1.  external  combustion. 

a.     Steam. 

2.  Internal  combustion. 

a.  Gasoline. 

c.  Kerosene. 

d.  Gas. 

e.  Crude  oil. 

C.  Classification  of  Internal  Combustion   Engines. 

1.  Cycle. 

a.  Two-stroke  cycle. 

b.  Four-stroke  cycle. 

2.  Ignition  systems. 

a.  Electric. 

(1)  Make  and  break  spark. 

(2)  Jump   spark. 

b.  Hot  tube. 

3.  Governors. 

a.     Hit  or  miss  type. 

81 


b.     Throttling. 
4.     Cooling  system. 

a.  Air. 

(1)  With  fan. 

(2)  Without  fan. 

b.  Oil. 

(1)     Circulating  pump. 

c.  Water. 

(1)  Thermo  siphon. 

(2)  Circulating  pump. 

(3)  Open  Jacket. 

TEXT. 

Davidson  &  Chase — Farm  Machinery  and  Farm  Motors;  Judd $2.00 

Note — Machinery  should  be  owned  or  borrowed.     A  spacious  level  floor  is  re- 
quired for  setting  up  machinery. 


OUTLINE  XXV:      FARM   MANAGEMENT. 
For  High  Schools  and  Secondary  Agricultural  Schools. 

By  Andrew   Boss,  Chief  of  Division   of  Agronomy  and    Farm   Management 
University  Farm,  St.  Paul,  Minn. 

A.  Farm  Accounting. 

1.  Inventory. 

2.  Cash  accounts. 

3.  Accounts  with  various  enterprises. 

4.  Distribution  of  labor  cost. 

a.  Horse. 

b.  Man. 

5.  Business  statement. 

B.  Farm  Business  Papers,  Common   Forms  of. 

(References — Vye's    Farm    Accounts;    Bexel's    Farm    Accounting 
and  Business  Methods.) 

1.  Personal  notes  and  checks. 

2.  Deeds,   mortgages,   transfers,    etc. 

3.  Land  leases  and  contracts  (1,  shares;  2,  cash). 

4.  i^abor  contracts. 

5.  utioad,  drainage  and  fence  laws. 

Note — (A)   and    (B)    may  be  omitted   If  students  are  familiar  with   such 
work. 

C.  Historical  Sketch  of  Agriculture. 

9  1.    Great  Britain. 

2.    American  agriculture. 

a.  Settlement  and  early  New  England  agriculture. 

b.  The  movement  westward. 

c.  Changes  in  types  of  farming  and  development  of  mar- 

kets.    (References,  Carver's  Principles  of  Rural  Eco- 
nomics; Bailey's  Encyl.  of  Agri.) 

D.  Capital,  Form  of. 

1.  Fixed. 

2.  Circulating. 

3.  Adjustment   of   capital.      (References,    Card's   Farm   Manage- 

ment,   Chap.   11;    Taylor's   Clements   of   Agricultural   Eco- 
nomics.) 

82 


E.  Land  Tenure. 

1.  Ownership. 

a.     Advantages,  risks. 

2.  Land  rental. 

a.  Cash. 

b.  Share. 

c.  Specified  rent  and  cropping  system.     (Reference,  Card's 

Farm  Management,  Chap.  V.) 

F.  The  Choice  of  a  Farm. 

1.  Location. 

a.  Surroundings. 

U)     Mail,    churches,    schools,    telephone,    neighbors, 
social  customs. 

b.  Market  facilities. 

(1)  instance  from  market,  demands  for  produce, 
roads,  transportation  facilities. 

c.  Attractiveness. 

2.  character  of  the  farm. 

a.  Nature  of  the  soil. 

(1)     Soil  type,  natural  lertility,  contour,  drainage. 

b.  Proportion  of  waste  land. 

c.  Buildings. 

(1)     Number,  value,  condition,  location. 

d.  \Vater  supply, 
•e.    Woodland. 

(1)     Fuel,  fencing,  cash  sales,  location. 

f.  Orchards. 

(1)     Age,  size,  extent,  location. 

g.  Fences. 

(1)  Amount,  kind,  condition.  References,  Hunt's 
How  to  Choose  a  Farm,  Card's  Farm  Manage- 
ment, Chap.  VI.) 

Note — Students  should  be  required  to  s€ore  and  compare  several  farms  in 
the  vicinity  of  the  school,  arriving  at  a  choice  of  the  best  one  with  written 
statement  substantiating  the  choice. 

G.  Systems  of  Farming,  Comparison  of. 

1.  Grain  farming. 

a.  Draft  on  fertility. 

b.  Economical  use  of  labor  and  macninery. 

c.  Crops  and  possible  profits. 

d.  Methods  of  supplying  soil  elements. 

2.  Mixed  farming. 

a.  Draft  on  farm  fertility. 

b.  Economical  use  of  labor  and  machinery, 
•c.     Crops  and  possible  profits. 

d.     Methods  of  supplying  soil  elements. 

3.  Special  iarming. 

a.  Live  stock  as  under  1. 

b.  Dairying  as  under  1. 

c.  Fruit,  poultry,  etc.,  as  under  1. 

4.  bize  of  farms — advantages   and   disadvantages   of   large   and 

small. 

a.  A  comparative  cost  of  operating. 

b.  Profits  from  large  and  small. 

c.  Labor,  employment  for.     (References*,  Encyclopedia  of 

Agriculture;    Bui.  295  Cornell  Experiment  Sta- 
tion;  Carvers  Elements  of  Rural  Economics.) 

Note — The  students  should  make  a  comparison  of  the  cropping  systems 
of  some  of  the  best  farms  in  the  vicinity,  reporting  on  the  crop  yields  and 
profits  made  under  each. 

83 


H.     Farm  Equipment. 

1.  Food  requirements  of  live  stock  per  head  yearly. 

a.  Horses. 

b.  Cows. 

c.  Swine. 

d.  Sheep. 

2.  Live  stocK. 

a.  No.  of  horses  required  lor  labor. 

b.  No.  of  cattle  to  consume  coarse  crops. 

c.  No.  of  sheep,  swine,  poultry. 

3.  Buildings. 

a.  For  stock. 

b.  For  grain. 

c.  For  other  purposes. 

4.  Machinery. 

a.  Kind. 

b.  Amount.      (Ref.   Bulletins   117   and   124,    Minnesota  Ex- 

periment Station.; 

I.     Crop  rotation  as  Related  to  Farm  Management. 

1.  relation  to  economy  of  labor. 

a.  Distribution  cf  labor  through  year. 

b.  Avoid  high  pressure  periods  and  consequent  high-priced 

labor. 

2.  Relation  to  food  supplies  and  regular  returns. 

a.  Lessens  risk  of  shortage  of  foods. 

b.  Makes  possible  a  constant  volume  of  business. 

3.  Relation  ,to  soil  fertility. 

a.  Draft  on  soil. 

b.  Supply  of  humus. 

c.  Soil  textures  and  moisture.     (Ref.  Bailey's  Encyclopedia 

of  Agriculture,    Bulletin    109,    Minnesota   Experiment 
btation;  Snyder's  Soils  and  Fertilizers.) 

J.     Farm  Plans  and  Business  Organization. 

1.  Plan  of  some  farm  as  now  operated. 

a.  Showing  location  of  farmstead  and  buildings. 

b.  Showing  size  and  location  of  fields,  roads,  fences,  woods, 

streams,   et€. 

c.  History  of  manuring  for  year. 

d.  History  of  crops  for  year. 

2.  Revised  plan  of  same  farm. 

a.     Showing  reorganized  farmstead. 

(1)  Reorganized  fields. 

(2)  Revised  cropping  scheme. 

(3)  Projected  plan  for  future  years.     (Ref.  Bailey's 

Encyclopedia  of  Agriculture.) 

Note — Students  should  be  required  at  the  same  time  to  make  original  plan 
of  home  farm,  to  revise  the  plan,  devising  a  good  cropping-  scheme,  plan  of 
crop  rotation  and  field  history,  and  to  project  the  plans  for  a  series  of  years. 

K.     Employment  of  Labor. 
1.     Cost  of  labor. 

a.  Man 

(1)     Day,  month  or  year,  and  board. 

b.  Horse 

(1)     Day,  month  or  year,  and  board. 

c.  Power 

(1)     Fuel,  water,  labor,  lubricators,  etc. 

84 


2.  Direction  of  labor. 

a.  By  employe. 

b.  By  foreman. 

c.  By  superintendent. 

3.  Opportunities   for  employment  of  labor. 

a.  Winter. 

b.  Between  crops.      (Ref.  Card's  Farm  Management;    Bui. 

117,  Minn.  Expt.  Sta.) 

4.  Method  of  caring  for  farm  labor. 

a.     Shelter,  board,  etc. 

L.     Cost  of  Farm  Operations. 

1.  How  determined. 

a.  Factors  of  cost. 

b.  Distribution  of  cost. 

2.  Cos-t  of  various  operations. 

a.  Plowing. 

b.  Harrowing. 

c.  Seeding. 

d.  Planting  corn. 

e.  Harvesting. 

(1)     Grain,  corn. 

f.  Threshing. 
g.     Stacking. 

h.     Husking  corn. 

3.  Cost  of  production. 

a.  Farm  crops. 

(1)     Pasture,  forage,  wheat,  oats,  barley,  etc. 

b.  Live  stock  products. 

(1)     Milk,  butter,  wool,  eggs.     (Ref.  Bulletins  97,  117, 
124  Minn.  Expt.  Sta.;   Farm  Records.) 

M.     Marketing. 

1.  Farm  crops. 

2.  Live  stock. 

3.  Live  stock  products. 

4.  Co-operative  market.     (Ref.  Taylor's  Agricultural  Economics; 

Carver's  Elements  of  Rural  Economics;   Coulter's  Co-opera- 
tion Among  Farmers.) 

N.     Miscellaneous  Problems. 

1.  Fencing. 

2.  Drainage. 

3.  Irrigation. 

4.  'Clearing  land. 

5.  Breaking  new  lane1 

6.  Dry  land  farming. 

7.  Road  making. 

Note — It  is  difficult  to  outline  a  course  owing  to  the  fact  that  farm  manage- 
ment must  be  based  on  quite  a  thorough  knowledge  of  economlic  conditions,  also 
on  a  general  knowledge  of  farm  practice  for  the  vicinity  under  consideration.  The 
success  of  such  a  course  will  depend  altogether  on  the  qualifications  of  the  mian 
who  gives  it. 

It  is  suggested  that,  where  the  course  in  farm  accounting  is  given  separately, 
(A)  and  (B)  be  omitted,  also  that  (D),  (E)  and  (N)  may  be  omitted  if  time  will 
not  allow  tiheir  consideration.  To  give  the  full  course  as  outlined  satisfactorily 
will  probably  require  more  time  than  most  high  schools  can  give  to  it.  In  that 
case  it  will  toe  necessary  to  make  a  choice  of  the  subjects  treated,  and  this  will 
depend  very  largely  on  the  point  of  view  and  the  preparation  of  the  instructor 
giving  the  course. 

85 


REFERENCES. 

Bailey — Cyclopedia  of  Agriculture;  4  v.  Macmilian $20.00 

Bexel — Farm  Accounting  and  business  Methods 

Card — Farm  Management;  Doubleday  2.00 

Carver — Rural  Economics ;  Ginn  1.30 

Coulter — Co-operation  Among  Farmers ;   Sturgis 75 

Hunt — How  to  choose  a  Farm;  Macmilian 1.75 

Snyder — Soils  and  Fertilizers;   Ma-cmillan 1.25 

Taylor — Agricultural  Economics;  Macmilian ". .     1.25 

Vye — Farm  Accounts ;  T.  A.  Vye,  St.  Paul 1.25 

Minnesota— Experiment  Station  Bulletins  97,  109,  117,  124. 

OUTLINE  XXVI:     RURAL  SCHOOL  WORK  IN  AGRICULTURE. 
By  Alma  B.  Campbell,  County  Superintendent,  Dodge  County. 

It  is  hardly  possible  in  the  rural  schools  to  give  a  complete  course  in 
agriculture  or  to  so  handle  the  subject  that  the  boy  can  go  out  and  be  a 
successful  farmer  because  of  his  training  there.  Conditions  in  a  rural  school 
are  peculiar  to  that  school.  There  is  no  time  for  text  book  work  in  the 
subject  and  it  would  be  time  lost  to  attempt  it.  All  we  can  hope  to  do  is 
to  make  the  boy  alive  to  the  opportunities  that  surround  him;  to  create  an 
interest  in  and  a  respect  for  the  land  and  the  occupation  of  agriculture  as 
well  as  a  regard  for  industry  in  general;  connect  school  and  home  life,  study 
and  home  tasks. 

The  success  of  this  phase  of  education  depends  entirely  upon  the  teacher. 
She  need  not  be  a  trained  agriculturist  but  she  must  have  a  wholesome 
respect  for  and  interest  in  the  calling,  as  well  as  in  the  people  with  whom 
she  is  working;  she  must  believe  in  her  pupils  and  be  prepared  to  offer  en- 
couragement at  least  to  the  development  and  individual  tendencies  for  every 
boy  will  not  be  a  farmer  any  more  than  every  boy  will  enter  any  one  ott 
the  other  occupations;  she  must  be  alive  to  the  duties  placed  upon  her  and 
zeel  that  success  does  not  depend  upon  location  but  upon  individual  energy, 
and  measure  that  success  by  the  active  interest  she  awakens  in  her  pupils 
concerning  hie  and  its  possibilities. 

The  following  lines  of  work  may  be  taken  up  with  profit  in  most  rural 
schools.  The  teacher  should  use  her  judgment  as  to  the  kind  of  work 
adapted  to  conditions  unuer  wnich  she  is  placed.  Study  the  situation  and 
let  the  needs  of  the  school  decide. 

I.     Booklets.     (See  page  4,  Premium  List  Minnesota  State  Fair,  1913,  for 
Rural  and  Graded  Schools.) 

The  Minnesota  State  Fair  is  offering  premiums  on  booklet  work  from 
the  rural  schools,  and  seventeen  subjects  are  suggested,  corn, 
wheat,  and  good  roads  being  among  the  number.  These  booklets 
may  be  made  the  basis  for  language  work  in  all  grades,  and  better 
English  will  be  one  of  the  many  possible  results.  In  case  the 
subjects  given  in  the  above  mentioned  list  do  not  appeal  to  the 
child  an  interest  may  be  awakeneu  in  this  kind  of  work  by  first 
selecting  a  .subject  not  quite  so  comprehensive  and  perhaps  more 
in  harmony  with  the  life  of  the  child.  After  he  understands  the 
nature  of  the  work,  one  of  the  broader  subjects  may  be  taken  with 
better  results.  The  following  preliminary  subjects  are  merely 
suggestive: 

Raising  chickens  witn  an  incubator. 

How  to  teach  a  dog  to  get  the  cows. 

Care  of  the  lawn. 

Winter  sports  in  the  country. 

Threshing  day. 

Advantages  of  life  on  the  farm. 

Weeds  we  find  in  our  garden. 

86 


Modern  conveniences  in  the  farm  home. 

The  best  ways  of  catcning  gophers. 

What  I  do  to  earn  my  pocket  money. 

The  expense  I  have  been  to  my  parents  each  year  of  my  life. 

Breaking  a  colt. 

What  the  farmer  may  do  in  the  winter. 

Country  pastimes. 

How  to  build  a  fire. 

The  wagon  wheel. 

Threshers'  dinner. 

Raising  a  barn. 

Things  that  make  a  farm  home  attractive. 

Our  school  exhibit  at  the  county  fair. 

The  be&t  thing  about  the  fram. 

Use  of  the  gasoline  engine  on  the  farm. 

Stock  raising  ror  the  fair. 

The  farm  boy  of  yesterday. 

The  farm  boy  of  today. 

The  farm  boy  of  tomorrow. 

Burning  brush. 

Filling  a  silo. 

How  to  have  a  good  wind  break. 

II.     Debates. 

In  assigning  subjects  for  the  work  these  things  should  be  kept  in 
mind:  Has  the  pupil  any  information  concerning  the  subject  to 
begin  with?  Can  he  add  to  this  stock  of  information  by  getting 
the  experiences  of  his  parents  or  friends?  Is  there  a  recognized 
authority  from  which  he  can  get  assistance?  Is  the  subject  one 
that  will  be  of  interest  to  the  children  and  be  profitable?  Is  the 
teacher  able  to  give  the  required  leadership  this  work  must  have? 
The  pupils  should  do  the  work  but  the  teacher  should  direct 
Suggestive  subjects: 

Does  it  pay  to  test  corn? 

The  incubator  as  the  most  profitable  means  of  hatching  chickens. 

Do  tne  returns  warrant  the  building  of  a  silo? 

The  Jersey  is  the  most  profitable  cow  to  keep. 

The  Leghorn  chicken  is  better  for  the  farmer  than  the  Plymouth 
Rock. 

III.  Field  Work. 

Counting  stand  of  corn. 

Collecting  weeds  (Rogues'  corner). 

Bird  study. 

Insects. 

Worms. 

Trees,  etc. 

IV.  Problems. 

For  older  pupils  a  collection  of  original  problems  based  on  home 
conditions  showing  the  loss  or  gain  of  the  farmer  by  following 
plans  of  work  now  in  vogue,  or  the  possibilities  if  changes  are 
made.  Some  of  these  problems  may  be  found  in  Rural  School 
Agriculture  and  are  suggestive,  and  many  more  may  be  worked 
out  by  the  resourceful  teacher. 

V.     Seed  Testing. 

In  the  spring  the  testing  of  seed  corn  and  seed  grains.  With  the 
grains  make  a  study  of  the  foul  seeds,  and  if  it  is  not  possible 
to  identify,  the  pupils  should  send  them  to  the  Extension  Depart- 
ment, St.  Anthony  Park,  Minn.,  for  help. 

87 


The  testing  of  seed  corn  is  one  of  the  most  interesting  and  profitable 
things  to  be  done  in  connection  with  industrial  work  in  the  rural 
schools. 

VI.     Milk  Testing. 

Some  splendid  work  has  been  done  in  the  rural  schools  of  the  state 
by  using  a  Babcock  milk  tester  in  the  school. 

VII.     Corn  Judging. 

A  simple  score  card  can  be  obtained  from  the  Extension  Division 
of  the  University  of  Minnesota,  and  a  few  minutes  devoted  to  this 
work  in  the  morning  will  bring  results  that  are  worth  while.  Most 
of  the  work  must  be  done  in  a  general  period. 

VIII.     Rope  Work. 

While  the  girls  are  sewing  this  work  may  be  done  by  the  boys. 

IX.     Contests. 

Select  as  the  basis  for  your  contest  the  article  most  raised  in  the 
locality  or  the  one  for  which  there  is  the  greatest  future.  If  pos- 
sible have  the  pupils  take  full  care  of  the  thing  selected,  but  where 
this  is  not  possible,  have  them  at  least  select  it  for  the  contest. 
Corn,  tomato,  potato,  poultry,  strawberry  contests  may  be  held. 
Invite  the  parents  and  have  .some  actual  school  work  done.  Have 
some  qualified  farmer  judge  the  articles  selected  by  the  children 
and  tell  them  why  one  is  better  than  another. 

X.     School  Gardens. 

Most  school  grounds  may  be  made  more  attractive  and  a  few  things 
may  be  done  by  a  school  as  a  body  that  will  help  to  improve  this. 
Put  in  a  bed  of  tulips  in  the  fa.i  and  they  will  bloom  while  school 
is  in  session.  Put  out  shrubs  and  vines  to  hide  the  unsightly 
places.  Make  Arbor  Day  really  mean  something  to  the  school. 

XI.     Boys'  and  Girls'  Clubs. 

The  thing  most  needed  in  the  country  is  leadership  and  the  ability 
to  organize.  Every  rural  school  should  have  clubs  of  this  kind 
organized  for  a  recognized  purpose.  Rural  School  Agriculture  has 
done  everything  possible  to  assist  this  work.  Write  the  publish- 
ers for  suggestions. 

BIBLIOGRAPHY. 

Authorities  consulted:  A.  L.  A.  Catalog  1904-11;  Halligan,  Suggestions  for 
an  Agricultural  School  Library  and  Univ.  of  Minn.  Dept.  of  Agriculture 
Extension  Bulletin  2,  and  the  lists  of  specialists  contributing  to  this 
bulletin. 

GENERAL  AGRICULTURE. 

Bailey — Cyclopedia  of  American  Agriculture;  4  v.  Macmillan $20.00 

Bailey — State  and  the  Farmer;  Macmillan • 1.25 

Carver — Rural  Economics ;  Ginn 1.30 

Coulter — Co-operation  Among  Farmers;   feturgis 75 

Davenport — Education  for  Efficiency;  Heath 1.00 

McLennan — Manual  of  Practical  Farming;  Macmillan 1.50 

U.  S.  Country  Life  Commission — Report;    Sturgis 75 

AGRICULTUREMSTUDY    AND    TEACHING. 

Bailey — Training  of  Farmers;    Century 1.00 

Bricker — Teaching  of  Agriculture  in  the  High  School;  Macmillan 1.UO 

Fisher  &  Cotton — Agriculture  for  Common  Schools;   Scribner 1.00 

Goff  &  Mayne — First  Principles  of  Agriculture;  Amer.  Bk.  Co 80 

88 


Halligan — Fundamentals  of  Agriculture;    Heath 1.20 

Hatch  &  Hazelwood — Elementary  Agriculture;   Row 60 

Hays — Rural  ochool  Agriculture,  Univ.  of  Minn.  Bulletin  No.  1;  McGill       .50 
Jackson   &    Dougherty — Agriculture   Through    Laboratory   and    School 

Garden ;   o  udd  1.50 

Warren — Elementary   Agriculture;    Macmillan 1.25 

Wilson — Agriculture  for  Young  Folks ;    Webb 1.00 

AGRICULTURAL  CHEMISTRY. 

Bailey — Sanitary   and   Applied   Chemistry;    Macmillan 1.50 

Snyder — Chemistry  of  Plant  and  Animal  i^ife;   Ma'Cmillan 1.25 

BEES. 

Comstock — How  to  Keep  Bees;  Doubleday 1.00 

Root— A.  B.  C.  of  Bee  culture;   Root 1.20 

COUNTRY    LIFE. 

Grice — Home  and  School ;    Sower 50 

Kern — Among  Country   Schools ;    Ginn 1.25 

McKeever — Farm  Boys  and  Girls;    Macmillan 1.50 

Stern — Neighborhood  Entertainments;    Sturgis   75 

CROPS. 

Bowman  &  Crossley — Corn;  Bowman 2.00 

Burkett — Farm   Crops ;    Judd    1.50 

Coburn— Alfalfa ;    Judd    1.50 

Doudlinger — Book  of   vVheat ;    Judd    2.00 

Hunt— Cereals  in  America ;   Judd 1.75 

Hunt — Forage  and  Fiber  Crops  in  America;  Judd 1.75 

Voorhees — Forage  Crops  for  Soiling,  Silage,   Hay  and  Pasture;    Mac- 
millan       1.50 

DAIRYING. 

Conn — Practical   Dairy   Bacteriology;    juad 1.25 

Decker — Cheese  Making;   Judd 1.75 

Eckles— Dairy  Cattle  and  Milk  Production;   Macmillan 1.60 

McKay — Principles  and  Practi-ce  of  Butter  Making;  Wiley 1.50 

Michels — Creamery  Butter  Making;    Miche.ls   1.50 

Michels — Market  Dairying;   Michels  1.00 

Van  Slyke — Principles  and  Practice  of  Cheese  Making;  Judd 1.75 

Van  Slyke — Modern  Methods  of  Testing  Milk;  Judd 75 

FARM   ANIMALS. 

Clark — Modern  Sheep;   Amer.  Sheep  Breeder 1.50 

Coburn — Swine  in  America ;  Judd 2.50 

Craig— Judging  Live  Stock ;   Kenyon  1.50 

Davenport — Principles  of   Breeding;    Ginn    2.50 

Harper — Manual  of  Farm  Animals;    Macmiilan 2.00 

Harper — Training  and  Breaking  of  Horses;    Macmillan 1.75 

Johnstone — Horse  Book;  Sanders  2.00 

Mayo — Diseases  of  Animals;    Macmillan ^  . .  1.50 

Mumford — Beef  Production ;    Mumford    1.50 

Plumb — Types  and  Breeds  of  Farm  Animals;  Ginn 2.00 

Reynolds — Veterinary  Studies ;   Reynolds   2.00 

U.  S.  Bureau  of  Animal  Industry — Diseases  of  the  Horse;  Supt.  of  Docs. 

Shaw — Study  of  Breeds ;   Judd 1.50 

Wing — Sheep  Farming  in  America;   Breeders  Gazette 1.00 

81) 


FARM    BUILDINGS    AND    MACHINERY. 

Concrete  Construction  on  the  Farm;  Atlas    Portland  Cement  Co....... 

Davidson  &  Chase — Farm  Machinery  and  Farm  Motors;  Judd 2.00 

Dodd — Healthful  Farm  House;  Whitcomb GO 

Drew — Farm  Blacksmithing;   Webb    

Radf ord — House  and  Barn  Plans ;   Radf ord 1.00 

Sanders— Farm  Buillings;  Sanders  Publishing  Co 2.00 

FARM  MANAGEMENT. 

Bailey — Farm  and  Garden  Rule  Book;   Macmillan 2.00 

Card — Farm  Management ;    Doubleday    2.00 

Hunt — How  to  Choose  a  Farm;   Ma-cmillan 1.75 

Roberts — Farmers  Business  Handbook;   Macmillan 1.00 

Vye — Farm  Accounts;   Vye,  St.  Paul 1.25 

(See  also  book  listed  under  General  Agriculture.) 

FEEDS  AND  FEEDING. 

Henry — Feeds  and  Feeding;  W.  A.  Henry $2.00 

Smith — Profitable  Stock  Feeding ;    Smith 1.50 

FORESTRY. 

Graves — Principles  of  Handling  Woodlands;   Wiley 1.50 

Green — Forestry  in  Minnesota;  University  Farm,  St.  Paul 

FRUITS— ORCHARDS. 

Bailey — Cyclopedia  of  Horticulture;  4  v.,  Macmillan 20.00 

Green — Popular  Fruit  Growing;  Webb 1.00 

Waugh — American  Apple  Orchard;   Judd  1.00 

GARDENING. 

Bailey — Manual  of  Gardening;  Macmillan 2.00 

Beattie— Celery  Culture;    Judd 50 

Fitz — Sweet  Potato  Culture ;   Judd 50 

Fraser — The  Potato;  Judd 75 

French — Book  of  Vegetables  and  Garden  Herbs;  Macmillan 1.75 

Green — Vegetable  Gardening;   Webb   1.00 

Hemenway — How  to  Make  School  Gardens;   Doubleday 1.00 

Henderson — Gardening  for  Profit;  Judd 1.50 

Parsons — Children's  Gardens ;    Sturgis 1.00 

Rawson — Success  in  Market  Gardening;   ooubleday 1.10 

Sevey — Bean  Culture ;   J  udd 50 

Tracy — Tomato  Culture;  Judd  50 

Weed — Spraying  Crops ;    Judd   50 

Weed  &  Emerson — Scnool  Garden  Book;    bcribner 

PESTS. 

Chittendin — Insects  Injurious  to  Vegetables;  Judd 1.50 

Ingersoll — Animal  Competitors ;    Sturgis    75 

Sanderson — Insects  Injurious  to  Staple  Crops;  Wiley 

Sanderson — Insect  Pe&ts  of  Farm,  Garuen  and  Orchard;   Wiley 3.00 

Stevens  &  Hall — Diseases  of  Economic  Plants;  Macmillan 2.00 

Weed — Farm  Friends  and  Farm  Foes;   Heath 90 

POULTRY. 

American  Standard  of  Perfection;  Amer.  Poultry  Assoc 1.50 

Brigham — Progressive  Poultry  Culture;    Torch  Press 1.50 

Robinson — Principles  and  Practice  of  Poultry  Culture;  Ginn 2.50 

90 


RURAL,  HYGIENE. 

Bashore — Sanitation  of  a  Country  House;    Vviley 1.00 

Gerhard — Sanitation,   Water  Supply  and  Sewage  Disposal  of  Country 

Houses ;    v  an  Nostrand   2.00 

Hutchinson — preventable  Diseases;    Hough  ton    1.50 

King — Ventilation  for  Dwellings,  Rural  School  and  Stables;   King 75 

Lynde — Home  Water  Works;   Sturgis •. . . .       .75 

Ogden — Rural   Hygiene ;    Macmillan    1.50 

Price — Handbook  on  Sanitation;   Wiley  1.50 

SOILS,   FERTILIZERS,    IRRIGATION  AND  DRAINAGE. 

Bowie — Practical  Irrigation;  McGraw 3.000 

Burkett — Soils ;    Judd    1.25 

Elliott — Practical  Farm  Drainage;   Wiley 1.50 

Fletcher — Soils ;    Doubleday    2.00 

Hall — Fertilizers  and  Manures;   Dutton 1.50 

Hilgard — Soils ;    Macmillan    4.00 

Hopkins — Soil  Fertilizer  and  Permanent  Agriculture;  Ginn 2.70 

King — Irrigation  and  Drainage ;    Macmillan 1.25 

King— The  Soil;    Macmillan   1.50 

McCall— Physical  Properties  of  Soils ;  Judd 50 

Snyder — Soils  and  Fertilizers;  Macmillan 1.25 

Vivian— First  Principles  of  Soil  Fertility;  Judd 1.00 

Whitson  &  Walster — iSfotes  on  Soils;    vValster 90 

Widtsoe — Dry  Farming;   Macmillan 1.50 

UNITED   STATES  PUBLICATIONS. 

Much  valuable  literature  may  be  secured  free  of  charge  from  the  United 
States  Department  of  Agriculture,  State  Experiment  Stations  and  State 
Boards  of  Agriculture. 

A  complete  list  of  Farmers'  Bulletins  and  Year-books  of  the  United 
States  Department  of  Agriculture  should  be  in  every  agricultural  library. 
Write  to  the  Secretary  of  Agriculture,  Washington,  D.  C.,  or  to  your 
Congressman. 

Ask  for  Farmers'  Bulletin,  Circular  670,  which  gives  list  of  bulletins 
then  available  and  for  Experiment  Stations  Circular  94,  which  classifies  the 
government  publications  on  agricultural  subjects  under  convenient  headings. 

The  United  States  Bureau  of  Education,  Bulletin  1912,  No.  10,  Biblio- 
graphy of  Education  in  Agriculture  and  Home  Economics,  will  be  of  service. 

STATE   PUBLICATIONS. 

Bulletins   of  value  may   be   obtained  from   btate  Agricultural   Experiment 

Stations. 

Alabama — College  Station;  Auburn  Iowa — Ames. 

Canebrake  Station:     Uniontown.  Kansas — Manhattan. 

Tuskogee  Station:     Tuskogee.  Kentucky — Lexington. 

Arizona — Tucson.  Louisana — State      Station:      Baton 
Arkansas — Fayetteville.  Rouge. 

California — Berkeley.  Sugar  Station:     Audubon  Park,   N. 

Colorado — Fort  Collins.  O. 

Connecticut — State     Station:      New        North  La.  Station:     Calhoun. 

Haven.  Louisiana — Rice  Station:    Crowley. 

Storrs  Station:     Storrg.  Maine — Orono. 

Delaware — Newark.  Maryland — College   Park. 

Florida— Gainesville.  Massachusetts — Amherst. 

Georgia — Experiment.  Michigan — East  Lansing. 

Idaho — Moscow.  Minnesota — St.    Anthony    Park,    St. 
Illinois — Urbana.  Paul. 

Indiana — Lafayette.  Mississippi — Agricultural   College. 

91 


Missouri — College    Station:     Colum-  Ohio — Wooster. 

bia.  Oklahoma — Stillwater. 

Fruit  Station:     Mountain  Grove.  Oregon — Corvallis. 

Montana — Bozeman.  Pennsylvania — State   College. 

Nebraska — Lincoln.  Rhode  Island — Kingston. 

Nevada — Reno.  South  Carolina — Clemson  College. 

New  Hampshire — Durham.  South  Dakota — Brookings. 

New  Jersey — New  Brunswick.  Tennessee — Knoxville. 

New    Mexico — Agricultural    College.  Texas— College  Station. 

New  York — State  Station:  Geneva.  Utah — Logan. 

Cornell  Station:     Ithaca.  Vermont — Burlington. 

North     Carolina — College     Station:  Virginia — Blacksburg. 

West  Raleigh.  Washington — Pullman. 

State  Station:     Raleigh.  West  Virginia — Morgantown. 

North  Dakota — Agricultural  College.  Wisconsin — Madison. 

Fargo.  Wyoming — Laramie. 


MINNESOTA  PUBLICATIONS. 

Copies  of  some  numbers  of  the  Minnesota  Farmers'  Institute  Annual 
are  available  and  these  may  be  obtained  from  Supt.  A.  D.  Wilson,  University 
Farm,  St.  Paul,  Minn.,  if  eleven  cents  for  each  copy  is  enclosed  for  postage. 

Any  teacher  of  agriculture  in  Minnesota  may  secure  the  bulletins  of  the 
Minnesota  Experiment  Station  as  they  ar-e  issued,  by  having  his  name  placed 
upon  the  station  mailing  list.  For  this  purpose  address  Dean  A.  F.  Woods, 
Director,  State  Experiment  Station,  University  Farm,  St..  Paul. 

Extension  bulletins,  published  monthly,  may  be  secured  in  the  same 
way  by  addressing  Supt.  A.  D.  Wilson,  University  Farm,  St.  Paul.  All  these 
bulletins  are  sent  free. 


ADDRESSES  O'F  PUBLISHERS. 

Amer.  Bk. — American  Book  Co 1104  S.  Wabash  Ave.,  Chicago 

Amer.  Poultry  Assoc. — Am-erican  Poultry  Association 

Amer.  Sheep  Breeder — American  Sheep  Breeder  Co 

112  Michigan  St.,  Chicago 

Atlas  Portland  Cement  Co 30  Broad  St.,  New  York 

Bowman — Bowman  &  Crossley Ames,  Iowa 

Bre-eders  Gazette 358  Dearborn  St.,  Chicago 

Century — Century  Co Union  Square,  New  York 

Doubleday — iJoubleday,  Page  &  Co Garden  City,  New  York 

Dutton — E,  P.  Dutton 31  W.  23d  St.,  New  York 

Ginn— Ginn  &  Co 2301  Prairie  Ave.,  Chicago 

Heath— D.  C.  Heath  &  Co 623-633  S.  Wabash  Ave.,  Chicago 

Henry — W.  A.  Henry  Madison,  Wis. 

Houghton— Houghton,  Mifflin  Co 4  Park  St.,  Boston 

Judd— Orange  judd  Co Marquette  Bldg.,  Chicago 

Kenyon — Kenyon  Printing  Co Des  Moines,  Iowa 

King— F.  H.  King Madison,  Wis. 

McGill — McGill,  Warner  &  Co 9th  and  Sibley,  St.  Paul 

McGraw — McGraw-Hill  Bk.  Co 239  W.  39th  St.  New  York 

Macmillan — Macmillan  Co Prairie  Ave.  and  25th  St.,  Chicago 

Michels — John  Michels Raleigh,  N.  C. 

Mumford — H.  W.   Mumford    Urbana,  111. 

Radford — Radford  Architectural  Co.. 185  E.  Jackson  St.,  Chicago 

Reynolds— M.  H.  Reynolds 2145  Knapp  St.,  St.  Paul 

Root— A.  I.  Root  Co Medina,  Ohio 

Row — Row,  Peterson  &  Co 625  S.  Wabash  Ave.,  Chicago 

Sanders — Sanders  Publishing  Co 542  S.  Dearborn,  Chicago 

92 


Scribner — Charles  Scribner's  Sons 600  S.  Dearborn,  Chicago 

Smith — H.  R.  Smith Lincoln,  Neb. 

Sower — Christopher  Sower  Co ..  .124  N.  18th  St.,  New  York 

Sturgis— Sturgis  &  Walton 31-33  E.  27th  St.,  New  York 

Supt.  of  Doc. — Superintendent  of  Documents Washington,  D.  C. 

Torch  Press Cedar  Rapids,  Iowa 

VanNostrand— D.  Van  Nostrand  Co 23  Murray  St.,  New  York 

Vye— J.  A.  Vye 1449  Cleveland  Ave.,  St.  Paul 

Walster — H.  L.  Walster  Madison,  Wis. 

Webb— Webb  Publishing  Co St.  Paul 

Whitcomb—  Whitcomb  &  Barrows Huntington  Chambers,  Boston 

Wiley — John  Wiley  &  fcons 43-45  E.  19th  St.,  New  York 


93 


Gaylord  Bros. 

Maker* 
Syracus*.  N     Y. 

nff.mM.iMi 


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UNIVERSITY  OF  CALIFORNIA  LIBRARY 


